GRADUATE CATALOG 2012-2013 MONMOUTH UNIVERSITY Graduate Catalog

2012–2013

Date of Publication: August 2012

Applicability of Catalog: Monmouth University has provided the following information to the public. The information provided herein does not provide an irrevocable contract between Monmouth University and the student. The University reserves the right to alter any policy, procedure, curricular information, facts, and/or fees without any prior notice or liability. Mission Statement of Monmouth University

Monmouth University is an independent, comprehensive institution of higher education committed to excellence and integrity in teaching, scholarship, and service. Through its offerings in liberal arts, science, and professional programs, Monmouth University educates and prepares students to realize their potential as leaders and to become engaged citizens in a diverse and increasingly interdependent world. Contents

Responsibility and Policies of the University ...... 4

Contents Directory in Brief ...... 5

The University...... 7

Admission...... 13

Tuition and Fees ...... 25

Financial Aid...... 31

Academic Programs, Support Services, and Regulations ...... 37

The Wayne D. McMurray School of Humanities and Social Sciences ...... 53

School of Science ...... 69

Leon Hess Business School...... 77

School of Education ...... 81

The Marjorie K. Unterberg School of Nursing and Health Studies...... 89

School of Social Work...... 95

Student Services ...... 101

Directories...... 107

Academic Calendars ...... 129-130

Map and Directions...... 131-132

Appendix A: Course Descriptions ...... A1

Appendix B: Curriculum Charts ...... B1

Appendix C: Index ...... C1

Monmouth University 3 The University

Responsibility of the University • Address The programs and/or requirements set forth in this cat- • Birthplace alog are subject to change without notice. Any modification in the • Birth date programs and/or requirements shall be made at the discretion of • Degree Candidacy the administrative officers of Monmouth University whenever such • Degree Status action is deemed necessary. • Official Student E-mail Address • Student I.D. Number

Equal Opportunity Policy A copy of “FERPA Policy for Students,” developed in Monmouth University supports equal opportunity in support of the Family Educational Rights and Privacy Act, may be recruitment, admission, educational programs, and employment inspected at the Office of Registration and Records, Wilson Hall, practices regardless of race, color, age, creed, sex, mental or Room 208; it is also available online at physical disability, perceived disability, including AIDS and HIV- www.monmouth.edu/registrar/procedures/ferpa_policy.asp. related illnesses, ancestry, parental status, veteran status, marital status, religion, national origin, affectional or sexual orientation, or atypical hereditary cellular or blood trait. The University also com- Americans with Disabilities Act and Section 504 of the plies with all major federal and state laws and executive orders Rehabilitation Act of 1973 requiring equal employment opportunity and/or affirmative action. The Americans with Disabilities Act and Section 504 of Monmouth University affirms the right of its faculty, staff, the Rehabilitation Act of 1973 provide that no otherwise qualified and students to work and learn in an environment free from dis- disabled person (student/employee/applicant) shall by reason of crimination and sexual harassment and has developed procedures the disability be excluded from participation in, be denied the ben- to be used to resolve discrimination or sexual harassment com- efit of, or be subjected to discrimination under any program or plaints. A copy of the University-wide policy on discrimination and activity receiving federal financial assistance. An otherwise quali- sexual harassment, which describes the procedures for resolving fied individual with respect to postsecondary education is one who such complaints, may be obtained from the Office of Affirmative meets the essential academic requirements and, with respect to Action and Human Relations located in Wilson Hall, Room 304. employment, is one who with reasonable accommodation can perform the essential functions of the job in question. Monmouth University has complied with these principles and intends to con- Family Educational Rights and Privacy Act tinue its compliance. The Director of Affirmative Action and Human The Family Educational Rights and Privacy Act of 1974 Relations has been designated by the University as the ADA/504 (FERPA) establishes the right of all students to limited access to Coordinator. Anyone having a complaint or observation about a certain records and information; to review, seek correction of, and possibly discriminatory act or practice should contact the ADA/504 add explanations to records; and to receive a hearing on allega- Coordinator (Wilson Hall, Room 304) for information concerning tions of violations. The University may not require a waiver of the grievance procedure. A prompt investigation will be under- these rights in its admission, academic, or service requirements. taken in an effort to resolve the matter and assure compliance. Information such as grades, financial records, and financial aid records may be released to parent(s) of Monmouth University students who are dependents of their parents as Human Relations Philosophy and Policy defined by the Internal Revenue Service (IRS), provided that the Monmouth University affirms the inestimable worth and parent(s) furnishes proof of such dependency, or the student com- dignity of every individual, regardless of his or her condition of life. pletes a “FERPA Waiver Release” form. Once a student’s FERPA We affirm, further, the right of each person to develop to his or her Waiver has been processed it is permanent and therefore will full potential and to be judged on the basis of personal accom- remain in effect unless rescinded in writing by the student. The plishments. Finally, we believe that the achievement of full human- FERPA Waiver form is available through WEBstudent. ity is enhanced by the experience of the human family. Directory Information: Directory information may be We are committed to achieve and sustain a pluralistic envi- released by the University without the student’s permission unless ronment recognized for its racial, cultural, and ethnic diversity, and the student states, in writing, within the first two weeks of the fall which is characterized by genuine mutuality, acceptance, and affir- semester (or within the first two weeks of the spring semester for mation of the strengths and contributions of differing individuals and students entering Monmouth in the spring semester), that he/she groups, and a willingness to resolve disputes in a spirit of good will. does not want his/her directory information released. This request Monmouth University, through this philosophy and pol- should be submitted using the FERPA Do Not Disclose form which icy statement, seeks to create a pluralistic community in which is accessible from WEBstudent. Student requests to keep direc- people: tory information confidential are permanent and therefore will • are accepted and judged as individuals, independent remain in effect unless rescinded in writing by the student. of ancestry, social and economic background, sexual Directory information consists of the following information: orientation, age, gender, physical characteristics, or • Student’s name personal beliefs; • Class level • may freely engage in constructive academic dialogue • Registered credits for the current term and debate in classrooms and public halls, and pursue • Major field of study their social and private lives uninhibited by discrimina- • Participation in recognized activities and sports tion, disruption, or harassment in any form; • Biographical data for public relations purposes • and value, respect, and draw their intellectual strength • Dates of attendance at Monmouth University from the rich diversity of other people of different • Degree and awards received at Monmouth University races, cultures, religions, nationalities, and beliefs. • Photographs of student This affirmation and commitment will guide us in the • Most recent previous educational institution attended challenging times ahead as we strive to achieve excellence in • Veteran status service, teaching, and scholarship. • Telephone number

4 Monmouth University Directory in Brief

Directory in Brief

All officers listed in this directory may be contacted by writing to them at Descriptions Course Monmouth University, West Long Branch, NJ 07764-1898, or by telephoning them at 732-571-3400 or at the telephone numbers listed below.

Academic Foundations - General Education Cashier’s Office 571-3683 571-7540 Judith Nye, Associate Vice President Marilyn Cusick, Manager Admission, Graduate Center for Student Success 571-3561 571-7522 Kevin Roane, Director Mercy Azeke, Dean Admission, Undergraduate Cooperative Education 571-3456 571-3458 Victoria Bobik, Director Kathleen Kennedy, Director Athletics Disability Services for Students 571-3415 571-3460 Marilyn McNeil, Director John Carey, Director Bursar’s Office Educational Opportunity Fund 571-3454 571-3462 Jonas Javier, Bursar Colleen Johnson, Director Campus Tours Financial Aid 571-3456 571-3463 Victoria Bobik, Director Claire M. Alasio, Associate Vice President Career Planning Graduate Assistantships 263-5281 571-7550 Danielle Schrama, Coordinator Academic Datta Naik, Dean Advising and Career Initiatives Graduate School Career Services 571-7550 571-3471 Datta Naik, Dean William F. Hill, Assistant Dean

Monmouth University 5 Directory in Brief

Health Services Scholarships 571-3464 571-3463 Kathy Maloney, Director Claire M. Alasio, Associate Vice President Help Desk (e-mail and WEBadvisor) School of Education 571-3539 571-3437 Cathy Davison, Help Desk Supervisor Lynn Romeo, Dean Honors School School of Humanities and Social Sciences 571-3620 571-3419 Kevin Dooley, Dean Stanton Green, Dean Housing School of Nursing and Health Studies 571-3465 571-3443 James Pillar, Associate Vice President Janet Mahoney, Dean International Student & Faculty Services School of Science 571-3478 571-3421 Barbara Nitzberg, Assistant Director Michael Palladino, Dean Leon Hess Business School School of Social Work 571-3423 571-3543 Donald M. Moliver, Dean Robin Mama, Dean Library Service Learning & Community Programs 571-3450 571-4411 Ravindra Sharma, Dean Marilyn Ward, Coordinator Mathematics Center Student Activities 263-5305 571-3586 Lynn Dietrich, Coordinator Amy Bellina, Director Orientation, Undergraduate Student and Community Services 571-3591 571-3417 Amy Bellina, Director Mary Anne Nagy, Vice President Pre-Medical & Pre-Dental Careers Student Employment 571-3687 571-3471 Bernadette Dunphy, Co-Director Aimee Parks, Assistant Director Dorothy Lobo, Co-Director Study Abroad Psychological Services 263-5377 571-7517 Robin Asaro, Assistant Director Franca Mancini, Director Tutoring and Writing Services Registration and Records 571-3542 571-3477 Dorothy Cleary, Director Laura Papa Babbin, Director Undeclared Majors Advising Program Residential Life 571-3588 571-3585 Jean Judge, Associate Dean James Pillar, Associate Vice President

Please refer to the complete Directory in this catalog for a more complete list.

6 Monmouth University The University

The University

Monmouth University, as described in its to complement the academic programs. Master’s Mission Statement, is an independent, comprehen- level programs include business administration, com- sive institution of higher education, emphasizing puter science, corporate and public communication, excellence and integrity in teaching, and scholar- criminal justice, education, English, financial mathe- ship at the undergraduate, graduate, and doctorate matics, history, liberal arts, nursing, mental health levels. Monmouth is dedicated to service in the pub- counseling, psychological counseling, public policy, lic interest and, in particular, to the enhancement of social work, and software engineering. The School of the quality of life. The University is committed to pro- Nursing and Health Studies offers a doctorate level viding a learning environment that enables men and program, Doctor of Nursing Practice (DNP) degree. women to pursue their educational goals, to reach The undergraduate curriculum is built upon their full potential as leaders, to determine the direc- an innovative, interdisciplinary general education tion of their lives, and to contribute actively in order program and careful academic advising and career to become engaged citizens in their community and counseling. One of the University’s main goals is to society in an increasingly interdependent world. prepare Monmouth undergraduates for active par- Eight schools within the University—the ticipation as leaders in the twenty-first century. Wayne D. McMurray School of Humanities and Social Accordingly, the University provides a learning envi- Sciences; the School of Science; the Leon Hess ronment that enables all students to develop their Business School; the School of Education; the capacities for leadership in a multicultural world. Marjorie K. Unterberg School of Nursing and Health Students are provided opportunities to develop Studies; the Honors School; the Graduate School; information technology and collaborative problem- and the School of Social Work—provide a wide vari- solving skills and to develop a sense of social ety of academic programs at both the undergraduate responsibility as members of local, national, and and graduate levels. There are bachelor’s degree pro- global communities. Small classes and course clus- grams in the arts and sciences and in the professional tering allow for individual attention, cooperative areas of business, computer science, criminal justice, learning, and interactive student-faculty exchange. education, nursing, social work, and software engi- The University is located in a quiet, residen- neering. Co-curricular activities have been designed tial area of an attractive community near the Atlantic

Monmouth University 7 The University

Ocean, about an hour and thirty minutes from the met- tectural features, is just one of the many gracious ropolitan attractions of New York City and Philadelphia. older buildings that lend distinctive balance to the Monmouth enjoys the advantage of proximity, within its modern additions to the campus. Prominent among home county, to many high-technology firms, financial these newer buildings is the Stafford Student institutions, health care institutions, and a thriving busi- Center that houses an open computer lab, a com- ness-industrial sector. These provide employment pos- muter dining room and snack bar, student offices, sibilities for Monmouth University graduates, as well as lounges, and a large combination banquet/perfor- opportunities for undergraduates, to gain practical mance hall. In a first-floor suite is the Disability experience through internships and the Cooperative Services and Tutoring Center. On the lower level is Education Program. The surrounding communities the Center for Student Success which includes also offer opportunities for service activities in local Career Services, First-Year Advising (which provides schools and public agencies. Volunteer and service advising support to freshmen students), the Writing activity is encouraged and facilitated by the campus Center, and a graduate student lounge. Other build- Office of Service Learning and Community Programs. ings include: the Magill Commons, a resident student dining hall and conference center; the Thomas CAMPUS FACILITIES A. Edison Science Building (with nearby green- The University’s 156-acre campus, consid- house); Howard Hall, housing the Pollak Theatre ered to be one of the most beautiful in New Jersey, and many academic computing labs, as well as a 24- includes among its 56 buildings a harmonious blend- hour open lab; Bey Hall, the Leon Hess Business ing of historic and traditional architectural styles. School building, which contains case study class- The centerpiece building—and the rooms, seminar rooms, and a computer laboratory; University’s identifying landmark—is Woodrow McAllan Hall, which houses the School of Wilson Hall, the administrative center. Completed in Education, The Marjorie K. Unterberg School of 1931 on the precise site of President Woodrow Nursing and Health Studies, The School of Social Wilson’s summer White House, the 130-room man- Work, and the department of Criminal Justice; the sion—originally known as Shadow Lawn—began as new state-of-the-art Jules Plangere Center, which the private residence of Hubert T. Parson, a former houses the department of Communication, Foreign president of F.W. Woolworth Company. The mansion Language Studies, and a Faculty Resource Center; has been described in newspapers throughout the William T. Boylan Gymnasium; ten traditional and world, is featured in many books on architecture and suite-style, on-campus residence halls: Beechwood, art, and has been used as a backdrop for innumer- Cedar, Elmwood, Laurel, Mullaney, Oakwood, able print ads and television commercials. In 1981, it Pinewood, Redwood, Spruce, and Willow; and served as the setting for the film version of Annie. In three apartment-style facilities: the Great Lawn 1978, along with the University’s Library, another Apartments, the Garden Apartments, and architectural treasure that was the summer home of Maplewood Hall. Murray and Leonie Guggenheim, it was entered in the National Register of Historic Places. In 1985, HISTORY Wilson Hall was designated a National Historic Monmouth University was founded in 1933 Landmark by the U.S. Department of the Interior. with federal assistance as Monmouth Junior College, In Fall 2009, Monmouth University opened a largely to provide opportunity for higher education to 153,200-square-foot Multipurpose Activity Center area high school graduates who, in those Depression (MAC) that seats approximately 4,000 people. The days, could not afford to go away to college. It was a building, which is located in the center of the cam- two-year institution, holding classes only in the pus, includes a multipurpose arena; a 200-meter, six- evening. For a time it appeared uncertain whether lane indoor track; the University store; Leon Hess the College would have adequate funds to continue. Champions’ Hall, locker rooms for 19 athletic teams; With support from students and the community, how- box office; fitness center; and the University’s ever, the fledgling College survived the economic cri- Blue/White Club. sis and quickly assumed its present private status. In The Lauren K. Woods Theatre, a former 1956, it was renamed Monmouth College and carriage house that retains many of its original archi- accredited by the state to offer four-year programs

8 Monmouth University The University

leading to the baccalaureate degree. Less than a leadership in their professional and personal com- decade later, it was authorized to offer master’s munities. The faculty take teaching and student degree programs. In March 1995, the New Jersey learning seriously. To enhance their effectiveness, Commission on Higher Education designated most have participated in faculty workshops on Monmouth a teaching university pursuant to N.J.A.C. active learning techniques. 9:1-3.1 et seq. The Monmouth faculty are respected schol- Today, Monmouth offers more than 86 ars, artists, scientists, and professionals. Students are undergraduate and graduate degree programs and drawn into the ongoing scholarly and creative work of concentrations. New in 2011 was the Doctor of the faculty through classroom demonstration, Nursing Practice (DNP), a doctorate level program research assistantships, and attendance at profes- being offered by the School of Nursing and Health sional meetings. Faculty also serve as advisors to stu- Studies. Within Monmouth’s student body, 32 states dents, some as designated freshman advisors who and 48 foreign countries are represented. More than work closely with new students during their first year. 1,600 undergraduates are resident students. In departments having graduate programs, certain faculty are appointed to the graduate faculty. ACCREDITATION The graduate faculty provides the core of instruction The University is licensed by the New Jersey in the graduate programs at Monmouth University. Commission on Higher Education and accredited by Recognized for their scholarly achievements by the Middle States Commission on Higher Education. peers in their fields, the members of the graduate In addition, the Leon Hess Business School is faculty provide a challenging classroom environ- accredited by the AACSB International — the ment. They bring insight from research and profes- Association to Advance Collegiate Schools of sional experience into the classroom. Graduate stu- Business; the chemistry program (with a concentra- dents are drawn into the ongoing, creative work of tion in advanced chemistry) is on the Approved List the faculty through classroom demonstration, as of the American Chemical Society (ACS); the nursing research assistants, and through attendance at pro- program is accredited by the Commission on fessional meetings. The graduate faculty also serve Collegiate Nursing Education (CCNE); the under- as advisors and mentors to students; in many cases, graduate BSW and graduate MSW social work pro- contact is maintained after graduation. grams are accredited by the Council on Social Work Working directly with senior faculty who are Education (CSWE); the undergraduate BSSE pro- engaged in research is a key element in graduate- gram is accredited by the Engineering Accreditation level study. In recent interviews, a group of student Commission of ABET, 111 Market Place, Suite 1050, leaders on campus unanimously agreed that the Baltimore, MD 21202-4012, telephone: (410) 347- opportunity to work closely with faculty is the greatest 7700; the School of Education is accredited by the single benefit of Monmouth’s small class size and National Council for Accreditation of Teacher engaged faculty. Students are able to achieve a com- Education (NCATE) and has also received accredita- fortable rapport with the professors. tion from the Council for the Accreditation of Interviewed recently about their views of the Counseling and Related Educational Programs University, a group of student leaders on campus (CACREP) for the MSEd in School Counseling. The unanimously agreed the greatest single appeal of the Department of Psychological Counseling has also institution was the opportunity it afforded them to received CACREP accreditation for its MS in Mental work closely with faculty, to achieve a comfortable Health Counseling program. rapport in which they not only got to know their teachers, but also were known by them. “We are never THE FACULTY made to feel we are simply numbers,” one of the stu- The faculty at Monmouth University work dent leaders stated. together to provide challenging classroom environ- A member of the anthropology faculty, who ments that encourage student involvement and regularly involves students in his research activities, ensure that Monmouth graduates leave the explains: “It gives them opportunity to meet important University ready to exercise socially responsible people in the field whom they otherwise would only read about, and to engage in some of the personal

Monmouth University 9 The University

excitement of anthropology.” A biology professor, Eugene S. Simko, Management...... 1987 who provides opportunity for students in his major Thomas S. Pearson, History...... 1988 field to participate in his environmental projects, also Datta V. Naik, Chemistry ...... 1989 encourages them to write papers on their work and to Donald M. Moliver, Economics ...... 1990 present them at scientific meetings. “For some,” he Robert S. Rouse, Chemistry...... 1991 reports, “this experience has been a determining fac- Leonard Wollack, Marketing ...... 1992 tor in gaining acceptance to graduate school or in Arie van Everdingen, Art...... 1993 getting jobs in their major field. Being able to include Mark Rodgers, Social Work ...... 1994 published research in their resumes gives them a Kenneth Campbell, History...... 1995 decided edge.” A psychology professor whose under- Margaret DelGuercio, English ...... 1996 graduate students have presented papers at presti- Marilyn Parker, Chemistry ...... 1997 gious, professional psychology conferences is enthu- Gregory Coram, Criminal Justice ...... 1998 siastic about their experiences. “They have truly Robyn Holmes, Psychology ...... 1999 earned the recognition they received and are excited Robin Mama, Social Work ...... 2000 about pursuing advanced degrees.” Brian Garvey, English ...... 2001 Monmouth faculty are committed to helping John Morano, Communication ...... 2002 students achieve their fullest potential. That they suc- Rekha Datta, Political Science ...... 2003 ceed is attested in the words of a graduate who is Judith Nye, Psychology ...... 2004 now a successful physicist. “Any student who has Michael Palladino, Biology ...... 2005 anything on the ball, and who wants to learn and get Bruce Normandia, Curriculum & Instruction 2006 the finest education possible in his or her major field, Richard Veit, History and Anthropology . . . 2007 can get it at Monmouth. The teachers are tops; they Kelly Ward, Social Work ...... 2008 care about you as an individual, work right along with Joseph Patten, Political Science ...... 2009 you, and share the joy of your own successes. I was David Tripold, Music and Theatre Arts . . . . 2010 a science major. When they saw that I was serious Nancy Mezey, Political Science about my work, my professors gave me special and Sociology ...... 2011 encouragement, allowed me flexible lab privileges, Gary Lewandowski, Psychology...... 2012 and even worked with me on research. I knew it was a great experience then. Five years into my career AWARDS field, I am even more appreciative of the solid kind of preparation provided me at Monmouth. Just show Donald Warncke Award the faculty you care, and you’ll have them on your The Faculty Association of Monmouth team all the way.” (FAMCO) sponsors this award in memory of Donald Each year at Commencement, the University Warncke, first president of FAMCO. Any member of cites one member of the faculty for distinguished the University community who has distinguished him- teaching. Honorees are chosen by a committee of or herself through outstanding service over the years faculty, administrators, and students. Recipients is eligible. Recipients through 2012 are: since 1975, when the award was established, are: Ann Nowick...... 1980 Rose Mary Miller, Mathematics ...... 1975 Carol Giroud ...... 1981 William P. Mitchell, Anthropology ...... 1976 Jack Christie and George Smith...... 1982 Richard Benjamin, Electronic Engineering . 1977 Richard Steadman ...... 1983 Vernon Churchill, Biology ...... 1978 Alfred Brown ...... 1984 Charles J. Lewis, Mathematics...... 1979 Jane Freed and Della Garrabrant...... 1985 J. Emmett Collins, Marketing ...... 1980 Philip C. Donahue...... 1986 Robert J. Sipos, English ...... 1981 William T. Boylan ...... 1988 Harris Drucker, Electronic Engineering. . . . 1982 Mary Abate ...... 1989 Alicia E. Portuondo, Foreign Languages . . 1983 Aldean Davis...... 1990 John A. Styslinger, English ...... 1984 Rose Iovino...... 1991 Everett L. Rich, Communication...... 1985 Demetrius Markov...... 1992 Doris K. Hiatt, Psychology ...... 1986

10 Monmouth University The University

C. Dale Haase and Carol Neuer...... 1993 Patricia L. Swannack ...... 2004 Deanna Scherrer ...... 1994 Samuel A. Weir...... 2005 Sandra G. Epstein ...... 1995 Saliba Sarsar ...... 2006 Gertrude Murphy and Marilyn Parker . . . . . 1996 Debbie Mellish ...... 2007 Susan Kuykendall...... 1997 Mary Anne Nagy ...... 2007 John Bolton...... 1998 Colleen Johnson...... 2008 Debbie Mellish and James Mack ...... 1999 Jean Judge ...... 2009 Marianne Seitz ...... 2000 Sharon Smith ...... 2010 Vernon Churchill ...... 2001 Kevin Roane ...... 2011 Richard Guilfoyle ...... 2002 James Reme...... 2012 Thomas Murtha...... 2003 Koorleen Minton and ACADEMIC HONESTY Ella Elizabeth Boyington...... 2004 Monmouth University encourages its stu- Linda Silverstein ...... 2005 dents to grow intellectually as well as to become Franca Mancini ...... 2006 responsible citizens in our complex society. In order Annette Gough ...... 2007 to develop their skills and talents, students are asked Doreen Brown and Sandy Villa...... 2008 to do research, perform experiments, write research William Mitchell ...... 2009 papers, work individually, and cooperate in group Brian Garvey...... 2010 activities. Academic dishonesty subverts the Heather Kelly ...... 2011 University’s mission and undermines the student’s Richard Veit ...... 2012 intellectual growth. Therefore, Monmouth University will not tolerate violations of the code of academic Stafford Presidential Award of Excellence honesty. The penalties for such violations include Established in 2003, this award is presented suspension or dismissal. annually to the outstanding member(s) of the The University has an obligation as an edu- Monmouth University staff or administration as recog- cational institution to be certain that each student’s nition for his or her tireless efforts, dedication, creativ- work is his/her own. Dishonesty in such academic ity, and evident commitment to supporting and practices as assignments, examinations, or other enhancing Monmouth University. The award is named academic work cannot be condoned. A student who after Dr. Rebecca Stafford, who retired in 2003 after submits work that is not original violates the purpose 10 years of exceptional service as President. of Monmouth University and may forfeit his/her right Bertha Hughes ...... 2003 and opportunity to continue at the University. Datta Naik...... 2003 Maureen Paparella ...... 2003

Monmouth University 11 12 Monmouth University Graduate Admission

NEW TO MONMOUTH STUDENTS’ 5. Refer to descriptions of the individual grad- REQUIREMENTS uate programs for additional procedures, if Graduates of accredited colleges and uni- any, unique to the program. versities with a baccalaureate degree, whose Graduate Admission records show evidence of ability to do graduate APPLICATION DEADLINES* work, may apply for admission. Admission to gradu- The application and all relevant official doc- ate programs is based on the student’s undergrad- uments must be received as follows: uate record, particularly in the major; scores on Fall Semester July 15** appropriate admission tests; and other supporting Spring Semester November 15 documentation as required. Graduate program Summer Session May 1 directors determine admission decisions. * Applications to the Doctor of Nursing Practice PROCEDURES (DNP) program are accepted until January 15 for summer start only. 1. Obtain an application for admission by visit- * The following deadlines and start terms apply to ing www.monmouth.edu/apply or by con- accelerated graduate programs: MBA – 12-month tacting the Graduate Admission Office at program (fall start only) applications are due July 732-571-3452. 15; Teacher of Students with Disabilities – 15- 2. Complete and submit the application month program (spring start only) applications are due November 15; MAT – 12-month program (sum- together with a nonrefundable $50 applica- mer start only) applications are due May 1; MAT – tion fee to the Office of Admission 16- and 18-month programs (spring start only) Processing. applications are due November 15. 3. Send official undergraduate transcripts from ** Social Work deadline is March 15. all previously attended institutions to the Applications to the Social Work program are accepted until March 15 for fall ONLY. Office of Admission Processing. 4. Send official graduate transcripts (if any) Qualified applicants are given consideration from other previously attended institutions after these deadlines on a space-available basis. to the Office of Admission Processing.

Monmouth University 13 Graduate Admission

GRADUATE PROGRAM ADMISSION 2. Two letters of recommendation from former REQUIREMENTS professors, current colleagues, or a current or recent supervisor. MASTER OF ARTS IN ANTHROPOLOGY 3. An application essay of 500 words describing 1. Possession of a baccalaureate degree from your personal objectives for graduate study in an accredited college or university with a a master of arts program, as well as research minimum 3.00 GPA. completed, in progress, or contemplated, or 2. Essay (500 words) highlighting personal an author or period of particular interest. and/or professional goals and objectives for wanting to pursue graduate study in the field MASTER OF ARTS IN ENGLISH WITH A CON- of anthropology. CENTRATION IN CREATIVE WRITING (MA) 3. Two professional letters of recommendation 1. An application essay of 500 to 1,000 words from persons familiar with the prospective describing your interest in literature, rhetoric, student’s academic and/or professional com- or writing, what you hope to accomplish in the petence. MA program, and how you think the program will fit into your academic and career goals. MASTER OF ARTS IN CORPORATE AND PUBLIC 2. A brief creative writing sample: four to five COMMUNICATION (MA) pages of poetry, fiction, creative nonfiction, COMMUNICATION CERTIFICATES or drama writing. 1. Possession of a baccalaureate degree with a 3. A minimum GPA of 2.75 or above in under- 2.75 overall GPA and a 3.0 GPA in the undergraduate and/or previous graduate study, with graduate major. fifteen or more credits in literature or a related 2. Two letters of recommendation. field and at least one course in Creative 3. Personal essay of not more than 750 words Writing. Those who have not done so may be that describes your preparation for study in admitted on the basis of the writing sample or the program and personal objectives for may receive conditional admission and be graduate study. required to take an undergraduate creative 4. Portfolio of experience that demonstrates a writing course in the first semester. record of independent initiative and achieve- 4. Two letters of recommendation from faculty ment in academic, career, and/or community or, for students who have not recently been settings. (Applicants who have earned an in an academic program, from a current col- undergraduate degree the previous year league or supervisor. must submit scores from the GRE.) 5. Résumé. MASTER OF ARTS IN HISTORY (MA) 1. Possession of a baccalaureate degree with a MASTER OF ARTS IN CRIMINAL JUSTICE (MA) 2.5 overall GPA and a 3.0 GPA in the under- CRIMINAL JUSTICE CERTIFICATE graduate major. HOMELAND SECURITY CERTIFICATE 2. Two letters of recommendation. 1. Possession of a baccalaureate degree with a 3. Written statement that describes the histori- minimum 2.5 overall GPA. cal areas the candidate wishes to study and 2. Two letters of recommendation. details how graduate study will contribute to 3. Personal essay of 250 to 300 words that the candidate’s professional and academic describes your preparation for study in the goals. program and personal objectives for graduate study in criminal justice. MASTER OF SCIENCE IN HOMELAND SECURITY – NEW OFFERING, FALL 2013: MASTER OF ARTS IN ENGLISH (MA) A candidate for admission to Monmouth University 1. Possession of a baccalaureate degree with a Master of Science in Homeland Security is required to: minimum 2.75 overall GPA and at least 15 cred- 1. Have earned a Bachelor of Arts or Science its in literary studies is strongly recommended. with a minimum 2.5 GPA.

14 Monmouth University Graduate Admission

2. Submit an articulate essay that demon- who have not yet taken the GRE may be strates critical thinking skills commensurate accepted conditionally pending satisfactory with a prospective graduate student. The completion of the requirement during the first essay should demonstrate the student’s nine (9) credits of study. Candidates with a interest in a related homeland security master’s degree in a related field are not field(s) and a desire to actively engage the required to submit GRE scores. homeland security enterprise. The essay will 5. Essay (information regarding the essay may answer the following four (4) questions: be obtained by visiting the Monmouth a. What academic, career or life experi- University Web site at www.monmouth.edu/ ences have contributed to your decision admission/graduate/gradforms.asp). to consider an advanced degree in homeland security? MASTER OF ARTS IN PUBLIC POLICY (MA) b. How does your grade point average 1. Possession of a baccalaureate degree with a (GPA) reflect your ability to successfully 2.75 overall GPA. complete graduate-level work? 2. Two-page typewritten personal statement c. What knowledge, skills, abilities and per- (approximately 500 words) highlighting personal qualities do you possess that will sonal and/or professional goals and objec- enable you to succeed in completing a tives for wanting to pursue graduate study in graduate degree in homeland security? the field of public policy and public affairs. d. Upon successful completion of the MS 3. Two letters of recommendation from persons degree in Homeland Security, what do familiar with prospective student’s academic you believe will be your contribution to the and/or professional competence. field of homeland security? 3. Submit two (2) letters of recommendation MASTER OF SOCIAL WORK (MSW) 4. Monmouth University welcomes transfer stu- 1. Possession of a baccalaureate degree with a dents who are in good academic standing at 2.75 overall GPA and a 3.0 GPA in the under- other accredited colleges or universities. graduate major. Social Work is grounded in Students from non-accredited colleges may the liberal arts and contains a coherent, inte- be admitted if they satisfy the admission grated, professional foundation in social requirements of Monmouth University. work (CSWE Accreditation Standards). Transfer students must send official tran- MSW applicants with a baccalaureate scripts from all institutions attended previ- degree are required to have a strong liberal ously, regardless of whether or not credit for arts background in English, Math, Biology, such work is desired or expected. When and Psychology (none of these courses can applying for transfer credit students may be be a College Level Examination Program; required to submit official course descriptions. they must be taken as college-level, credit- bearing classes). The program also prefers MASTER OF ARTS IN PSYCHOLOGICAL courses in History, Sociology, Political COUNSELING (MA.) Science, Anthropology, and Economics. MASTER OF SCIENCE IN MENTAL HEALTH 2. Three completed Monmouth University COUNSELING (MS) Department of Social Work recommendation 1. Possession of a baccalaureate degree with a forms. Recommendations must be from an 3.0 overall GPA. academic or professional source; it cannot 2. Two completed Monmouth University be from friends and/or relatives. Psychological Counseling recommendation 3. Narrative (four to five pages, double spaced) forms. in response to the questions outlined on the 3. Twenty-four credits in Psychology (including Autobiographical Statement form which can courses in personality theory, statistics, abnor- be obtained by visiting mal psychology, and research methods). www.monmouth.edu /university/ 4. GRE scores may be required. Candidates requirements-and-forms.aspx.

Monmouth University 15 Graduate Admission

4. Candidates for Advanced Standing must science or a related field may be admitted on have a BSW from an accredited program a case-by-case basis. within six years of the date of application, ful- 2. Demonstrate completed course work in com- fill GPA requirements, and submit the puter programming, data structures and algo- Monmouth University Advanced Standing rithms, operating systems, discrete mathe- Field Evaluation form. matics, and software engineering. Applicants 5. Candidates for Advanced standing must who have not completed course work in these have completed a course in statistics within areas will be required to complete prepara- the last six years. tory/foundation courses as necessary. 6. In instances where the admissions committee (Credits earned will not be applied toward the has questions about an applicant’s references, MS degree.) Students must earn a grade of personal statement, or academic record, the “B” or better in each of these courses. applicant may be required to attend an inter- 3. Thesis track students must hold a bachelor’s view as part of the admissions process. degree in software engineering from a college or university accredited by its regional POST-MASTER’S CERTIFICATE: PLAY THERAPY accrediting agency. 1. A master’s degree in a medical or mental health discipline (for example, MSN, MSW, MASTER OF BUSINESS ADMINISTRATION (MBA) MA) and eligibility for licensure in that or MASTER OF BUSINESS ADMINISTRATION discipline. WITH A CONCENTRATION IN HEALTH CARE MANAGEMENT MASTER OF SCIENCE IN COMPUTER SCIENCE 1. Possession of a four-year baccalaureate (MS) degree and with a minimum GPA of 2.50 and GRADUATE CERTIFICATE IN COMPUTER either: SCIENCE a) GMAT* minimum score of 450, and a 1. Possession of a baccalaureate degree with a minimum total of 1000 when the GMAT is minimum 2.75 overall GPA, preferably in the added to 200 times the GPA, or sciences or engineering. b) CPA or CFA licensure. 2. Two letters of recommendation. 3. Two semesters of Calculus (I and II) with * The Graduate Record Exam (GRE) will be considered as a sub- grades of “C” or better. stitute for the GMAT on an equivalent basis. 4. Two semesters of computer programming courses within the past five years (equivalent 2. Possession of a Master’s or Doctoral degree to Monmouth’s CS175 and CS176) at a rec- (MS, MD, JD, PhD, EdD, etc.) ognized institution with a grade of “B” or bet- 3. Possession of a Monmouth University bac- ter. Applicants not meeting these require- calaureate degree in business with a mini- ments for programming experience may be mum GPA of 3.0, and a minimal SAT score admitted conditionally and required to take (taken prior to attendance at Monmouth CS501A or its equivalent. University) of 1600 on the 2400 point scale, or 1090 on the 1600 point scale. MASTER OF SCIENCE IN SOFTWARE ENGINEERING (MS) Exceptional or conditional acceptance may be SOFTWARE ENGINEERING CERTIFICATE granted to a small number of qualified applicants at PROGRAMS the discretion of the MBA program director. 1. Possession of a baccalaureate degree in software engineering, computer science, POST-MASTER’S CERTIFICATE PROGRAMS IN computer engineering, or another engineer- ACCOUNTING OR IN HEALTH CARE ing-related discipline with a 2.5 overall GPA MANAGEMENT and a 3.0 GPA in the undergraduate major. 1. Possession of a Master’s degree from an Candidates whose major is not computer accredited institution within the last seven

16 Monmouth University Graduate Admission

years, including the six business core MASTER OF SCIENCE IN EDUCATION (MSEd) courses. 1. Applicant must be a certified teacher. (Does not apply to MSEd School Counseling and Exceptional admission may be granted at the dis- Principal Concentrations.) cretion of the MBA Program Director. 2. Possession of a baccalaureate degree with a minimum 2.75 overall GPA and a 3.0 GPA in MASTER OF EDUCATION (MEd) the undergraduate major. 1. Possession of a baccalaureate degree with a 3. Two letters of recommendation related to the 2.5 overall GPA and a 3.0 GPA in the under- applicant’s competence for this graduate graduate major. program and professional work. 2. Two letters of recommendation for graduate 4. Essay (500 words or more) explaining why study. the applicant wishes to pursue this graduate 3. Essay (500 words or more) explaining why program. the applicant wishes to pursue this graduate program. Note: Upon completion of the Principal Program, you 4. Résumé. must provide documentation evidencing completion of five years of successful educational experience Note: Prior to student teaching, the appropriate under a valid provisional or standard New Jersey or Praxis Test must be successfully completed, and all equivalent out-of-state certificate to be eligible for the content course work and/or conditions of acceptance endorsement. must be satisfied. MASTER OF SCIENCE IN EDUCATION (MSEd) MASTER OF ARTS IN TEACHING (MAT) SPEECH LANGUAGE PATHOLOGY NEW OFFER- 1. Possession of a baccalaureate degree with a ING, FALL 2013 2.75 overall GPA and a 3.0 GPA in the under- 1. Bachelor’s degree from an accredited institu- graduate major. tion with an overall GPA of 3.00 or higher. 2. Two letters of recommendation for graduate 2. GRE. study. 3. 500-wor essay explaining why the student 3. Résumé. wishes to pursue a career in speech-lan- 4. Personal statement of not more than two guage pathology. pages that describes your preparation for 4. Two professional letters of recommendation study in the program and personal objectives for graduate study. Note: Priority with be given to students who have a 5. Prior to student teaching, the appropriate bachelor’s degree in speech-language pathology who Praxis Test must be successfully completed. will follow a sixty-credit program of study. Students 6. Students interested in the MAT Initial who do not have a bachelor’s degree in speech-lan- Certification K-12 in Chinese must have a guage pathology will be considered for admission and degree or thirty approved credits in the if accepted, will have to take more than sixty credits Chinese language and culture. (up to seventy-eight credits) depending on their under- 7. Admission into MAT with an Endorsement in graduate degree preparation. K-12 Education in Health and Physical Education requires prior completion of thirty SCHOOL OF EDUCATION CERTIFICATE AND undergraduate credits in a coherent sequence ENDORSEMENT PROGRAMS of courses in health and a minimum of fifteen undergraduate credits in physical education Graduate Certificate: Teaching English to OR thirty undergraduate credits in a coherent Speakers of Other Languages: sequence in physical education and a mini- 1. Possession of a baccalaureate degree with a mum fifteen undergraduate credits in health. 2.75 or above overall GPA. Study of individual, dual, and team sports must 2. A passing score for the Oral Proficiency be part of the physical education credits. Interview (OPI) in the English Language for non-native speakers of English.

Monmouth University 17 Graduate Admission

Graduate Certificate: Autism 3. Applicant must submit two letters of recom- 1. Applicant must be a certified teacher (does mendation related to the applicant’s compe- not apply to MSEd Educational Counseling tence for this graduate program and profes- and Principal Concentrations). sional work. 2. Possession of a baccalaureate degree with a 4. Applicant must submit an essay of 500 minimum 2.75 overall GPA and a 3.0 GPA in words or more explaining why applicant the undergraduate major. wishes to pursue a Teacher of Students with 3. Two letters of recommendation related to the Disabilities endorsement. applicant’s competence for this graduate 5. Official undergraduate and graduate tran- program and professional work. scripts. 4. Essay (500 words or more) explaining why the applicant wishes to pursue this graduate Graduate Endorsement: Student Assistance program. Coordinator: 1. Hold a standard instructional certificate, or a Graduate Certificate: Applied Behavior Analysis school psychologist, school social worker, - NEW OFFERING, FALL 2013: school counselor, director of school counsel- 1. Bachelor’s degree from an accredited institu- ing services, or school nurse endorsement, tion with an overall GPA of 2.75 or higher and or a valid Licensed Clinical Alcohol and Drug a major GPA of 3.00 or higher. Counselor credential issued by the New 2. Two letters of recommendation Jersey Alcohol and Drug Counselor commit- 3. Personal essay explaining why the student tee of the Marriage and Family Board, or a wishes to pursue this certificate valid Certified Prevention Specialist credential issued by the Addiction Professionals Graduate Post-Master’s Certificate: Education: Certification Board of New Jersey, or hold a 1. Applicants must have completed a Master’s master’s or higher degree from a regionally degree in the field of education, or related accredited college or university. field, with a 3.0 minimum cumulative GPA. 2. Applicant must submit two letters of recommendation related to the applicant’s compe- Note: Course credits earned in a previous degree tence for this graduate program and profes- program, at either Monmouth or another institution, sional work. may not be applied toward this certificate. 3. Applicant must submit an essay of 500 words or more explaining why applicant Graduate Post-Master’s Certificate: Curriculum wishes to pursue a Substance Awareness Studies: Coordinator (SAC) endorsement. 1. Applicants must have completed a Master’s 4. Possession of a bachelor’s degree in a field degree in the field of education, or related leading to teacher licensure, health services, field, with a 3.0 minimum cumulative GPA. psychology, or social work from an accredited institution and have achieved a mini- Graduate Endorsement: Teacher of Students mum 2.75 GPA. with Disabilities: 5. Official undergraduate and graduate tran- 1. Possess or be eligible for a standard or pro- scripts. visional New Jersey instructional certificate with an endorsement appropriate to the sub- English as a Second Language (ESL) ject or grade level to be taught. Endorsement: 2. Possession of a bachelor’s degree in a field 1. A bachelor’s degree (BA or BS) with a mini- leading to teacher licensure, health services, mum 2.75 GPA. psychology, or social work from an accred- 2. A standard New Jersey Instructional ited institution and have achieved a mini- Certificate. mum 2.75 GPA.

18 Monmouth University Graduate Admission

As an added part of an initial certificate program: Post-Master’s Certification: Endorsement: 1. Admission into any of the Monmouth Supervisor: University Initial Teaching Certification 1. Possession of a master’s degree in Programs (MAT). Education. 2. See the MSEd Admission requirements Graduate Endorsement in Early Childhood: above 1. The same as those listed above for the Master of Science in Education. (If the appli- Note: The state code requires that an applicant for cant is not a certified teacher, the applicant the Supervisor certification must hold a standard must be enrolled in a specialized alternate New Jersey instructional or educational services cer- route program.) tificate or its out-of-state equivalent, and complete three years of successful, full-time teaching and/or Graduate Endorsement in Bilingual/Bicultural educational services experience. 1. A degree in a K-12 school curriculum content area Teaching and/or educational services experience 2. Certificate of eligibility with advanced stand- completed in a New Jersey public school must have ing, or a standard New Jersey instructional been under an appropriate New Jersey certificate. certificate of eligibility with a teaching position in an ESL/Bilingual setting. Post-Master’s Certification Endorsement: 3. A passing score for nationally recognized Learning Disabilities Teacher-Consultant: test of oral and written proficiency in both 1. Applicant must possess a master’s degree. English and the target language. 2. Applicant must hold a standard New Jersey or out-of-state instructional certificate. Post-Master’s Endorsement: Director of School 3. Applicant must have three years of success- Counseling Services: ful teaching experience. 1. Possession of a baccalaureate degree with a 4. Applicant must submit two letters of recom- minimum 2.75 overall GPA and a minimum mendation related to the applicant’s compe- 3.0 tence for this graduate program and profes- GPA in the undergraduate major sional work. 2. Possession of a master’s degree. 5. Applicant must submit an essay of 500 3. Two letters of recommendation related to the words or more explaining why applicant applicant’s competence for this graduate wishes to pursue a Learning Disabilities program and professional work. Teacher Consultant endorsement. 4. Essay (500 words or more) explaining why 6. Applicant must have a minimum 2.75 GPA. the applicant wishes to pursue this graduate 7. Official undergraduate and graduate tran- program. scripts.

Note: Must hold a New Jersey school counselor or MASTER OF SCIENCE IN NURSING (MSN) student personnel services certificate or an equiva- 1. Possession of a BSN from an accredited lent out-of-state certificate. Upon completion, provide program, with a minimum 2.75 GPA. RN stu- documentation evidencing completion of three years dents with a baccalaureate degree other of successful experience as a school counselor in than nursing may be admitted into the grades P-12 to be eligible for the endorsement. “bridge” program. 2. GRE scores may be waived pending a mini- Post-Master’s Endorsement: School Business mum of a “B” (3.0) earned in each of the first Administrator four courses of the program. Satisfactory 1. Hold a master’s degree (in any field) OR GRE courses will be required to continue if a 2. Hold a bachelor’s degree and be in posses- “B” or better is not earned in each of the first sion of a certified public accountant license. four courses.

Monmouth University 19 Graduate Admission

3. A personal statement (one to two pages) out- including a complete health history and lining professional goals. physical exam. Before beginning clinical lab- 4. Two letters of recommendation. One year of oratory experiences students are required to clinical experience is necessary to begin the have a physical examination, with associ- clinical specialty. ated laboratory studies, immunizations, and 5. A college-level course in health assessment. criminal background checks, in accordance (An appropriate continuing education course with the special requirements of affiliation may be substituted at the program director’s contracts with clinical agencies. discretion.) This requirement does not apply 9. Transcript indicating successful completion to the Nursing Administration concentration. of English Composition I and II, Anatomy and 6. A current New Jersey RN license, a year of Physiology I and II, Microbiology, Chemistry, experience as a registered nurse, and proof Introduction to Psychology, and Introduction of a current $1,000,000 to $3,000,000 liabil- to Sociology. A grade of “C” or better is ity and malpractice policy. required in order for these courses to trans- 7. Résumé. fer to Monmouth University.

RN TO MSN DIRECT Please note: Students who do not meet the criteria Students without a baccalaureate degree will to matriculate into the MSN program may complete be accepted as conditional graduate students in the the BSN by fulfilling the baccalaureate requirements. RN to MSN Direct Program. Graduate tuition and fees apply. DOCTOR OF NURSING PRACTICE (DNP) 1. Possession of an associate’s degree in nurs- 1. Applicant must be a graduate of an accred- ing or diploma in nursing from an accredited ited Master’s in Nursing program. program with a minimum of a 2.75 GPA. 2. Possession of an RN license. 2. GRE scores may be waived pending a mini- 3. National certification in the specialization as mum of a “B” (3.0) earned in each of the first a Nurse Practitioner or Nurse Administrator. four Nursing (NU) graduate courses of the 4. Must have a minimum of GPA of 3.2 or graduate program. Satisfactory GRE scores higher on a 4.0 scale. will be required to continue if a “B” or better 5. Have completed a graduate research course is not earned in each of the first four courses. with a working knowledge of graduate statistics 3. A personal statement (one or two pages) 6. Submit a letter of intent indicating profes- outlining professional goals. sional and/or academic goals and a vision 4. Two letters of recommendation for improved health care. 5. One year of clinical experience is necessary 7. Résumé. to begin the clinical specialty. Students pur- 8. Two professional and/or academic letters of suing the RN to MSN Direct degree full time recommendation. will need to have at least two years of clinical 9. Official transcripts from all previous college experience upon starting the nursing spe- work. cialty courses in the MSN Program. 10. Personal interview (telephone interview 6. Possession of an RN license or is eligible to when appropriate) with the DNP Director. take the NCLEX examination to enroll in 11. Current liability and malpractice insurance of Individual Health Assessment. A current New $1,000,000 to $3,000,000. Jersey RN license and proof of current 12. After admission, prior to starting classes, $1,000,000 to $3,000,000 liability and mal- students must submit to the School of practice policy. Nursing and Health Studies a certificate of 7. Résumé good health from a primary care practitioner, 8. After acceptance, prior to starting classes, a including a health history and physical exam- student must submit to the School of Nursing ination with associated laboratory studies, and Health Studies a certificate of good immunizations, and criminal background health from a primary care practitioner checks in accordance with the special

20 Monmouth University Graduate Admission

requirements of affiliation contracts with clin- Program Director, (d) the courses were completed ical agencies. within the six years prior to admission into the MSW Program at Monmouth University, (e) the courses are GRADUATE CERTIFICATES IN SCHOOL NURS- foundational courses and do not include field place- ING, SCHOOL NURSING – NON-INSTRUC- ment or any of the Social Work practice sequence TIONAL, AND FORENSIC NURSING courses, and (f) the credits were earned at a Council 1. Possession of a baccalaureate degree with a on Social Work Education (CSWE) accredited grad- minimum 2.75 GPA. uate program. 2. A current New Jersey RN license, a year of Students transferring into certificate pro- experience as a registered nurse, and proof grams are allowed to apply no more than 30 percent of a current $1,000,000 to $3,000,000 liabil- of the transfer credits into the program. All other ity and malpractice policy. restrictions stated above will apply. Students in other master’s degree programs POST-MASTER’S CERTIFICATES may, with the permission of the student’s program 1. Possession of a master’s degree in nursing. director and the school dean, transfer a maximum of 2. A current New Jersey RN license, a year of nine (9) credits of graduate work from another experience as a registered nurse, and proof accredited graduate school, provided (a) the courses of a current $1,000,000 to $3,000,000 liabil- requested for transfer were completed with grades of ity and malpractice policy. “B” or better and were not applied toward another 3. A personal statement (one or two pages) degree, (b) the courses are offered only for graduate outlining professional goals. credit at the previous institution, and (c) the courses 4. Two letters of recommendation. One year of are judged appropriate by the program director for clinical experience is necessary to begin the the degree program in which the student is matricu- advanced specialization clinical courses. lated at Monmouth University. The grades of trans- 5. A college-level course in health assessment. ferred courses are not used in the computation of the (An appropriate continuing education course grade point average. may be substituted at the program director’s Final transcripts from previous institutions discretion for the nursing practitioner tracks.) attended should be received by Monmouth This requirement does not apply to the University prior to beginning enrollment. Students Nursing Administration concentration. who do not provide official transcripts will not be per- 6. Résumé. mitted to continue at Monmouth. Please see Previous Course Work for information regarding the TRANSFER APPLICANTS use of transfer credits. Students in the MBA Program must complete a minimum of thirty credits or ten courses in the CREDIT TRANSFER required and elective core of courses at Monmouth Transfer students who have been admitted University. Courses requested for transfer will be to the University will receive an official transfer credit accepted at the discretion of officially designated evaluation. Students who fail to declare attendance evaluators for the program in the School of Business at any postsecondary institution where they had Administration. Transferred courses must be from been registered automatically waive the right to have institutions accredited to offer graduate courses and that work considered for transfer credit and are sub- must carry a minimum grade of “B.” ject to disciplinary action and/or suspension. Grades Students in the sixty-credit MSW Program earned at previous institutions are not reflected in the will be able to transfer a maximum of twelve credits Monmouth University grade point average (GPA). of graduate work from another CSWE-accredited MSW graduate school, provided that (a) the courses FORMER STUDENTS APPLYING FOR requested for transfer were completed with grades of READMISSION “B” or better, (b) the courses are offered only for Readmission to the University graduate credit at the previous institution, (c) the Former Monmouth University students not courses are judged appropriate by the MSW on a Leave of Absence who have not attended the

Monmouth University 21 Graduate Admission

University for at least one semester must submit an more about Program 65 may contact the Office of application for readmission. Applications are avail- Undergraduate or Graduate Admission. able in the Office of Admission. If the applicant has attended another institution in the interim, the appli- APPLICANTS WITH DISABILITIES cant must have an official transcript forwarded to the Monmouth University welcomes applications Office of Admission Processing. Students will be re- from persons with disabilities, complying with the evaluated based upon the full academic record and requirements of the Rehabilitation Act of 1973 and will be advised if further information is needed. the Americans with Disabilities Act. Students who wish to utilize available accommodations and serv- Readmission to the University after Academic ices provided by the University must submit current Dismissal and adequate documentation related to their disabil- Students who have been academically dis- ity to the Department of Disability Services for missed may apply for readmission. Review of the Students. application and the ensuing decision is made by the You are not required to disclose a disability. Academic Standards and Review Committee. If information is provided, it is not used in admission Previously dismissed students seeking readmission decisions. Monmouth University can also be con- must have been away from the University for one full tacted by using the New Jersey Telecommunications semester. Students who have been dismissed twice TTY Relay Services Operator at 800-852-7899. All may apply for readmission after a minimum of three students must meet University academic admission years. Application must be made through the Office requirements. of Admission. INTERNATIONAL APPLICANTS Application for Academic Amnesty International applicants must meet three (See Academic Amnesty.) basic criteria before acceptance: demonstration of academic ability, English language proficiency, and VISITING STUDENTS sufficient financial support. Students from other institutions must provide Applicants for admission whose native lan- a letter of permission from, and be in good academic guage is not English must demonstrate English lan- standing at, the home institution. Applications are guage proficiency. Such proficiency may be demon- available from the Office of Admission. Admission as strated by submitting an official score report from one a visiting student does not constitute admission as a of the following standardized tests and meeting the matriculated student. Eligible rising high school sen- minimum score requirements. Students who have iors may enroll in college-level course work at completed the equivalent of a baccalaureate or mas- Monmouth University. Eligibility will be determined by ter’s degree at an accredited institution in a native, the Office of Undergraduate Admission based on a English-speaking country may be exempt from these review of the student’s academic credentials. standardized testing requirements.

ADULT APPLICANTS • TOEFL (Test of English as a Foreign Language)* Monmouth University endeavors to support Minimum score requirements: lifelong learning by providing services and pro- • Internet-based version 79 grams—degree and nondegree, credit and non- • IELTS (International English Language Testing credit—that enable nontraditional students to meet System)* their varied educational needs and goals. • Minimum score requirement 6 Program 65 affords opportunity for persons (with no less than a score of 5.5 on 65 years of age or older to enroll for study at any section) Monmouth University at reduced tuition. Admission • MELAB (Michigan English Language requirements include the designated nonrefundable Assessment Battery)* application fee and proof of age. Enrollment is on a • Minimum score requirement 77 space-available basis. Those interested in learning

22 Monmouth University Graduate Admission

• ESOL (Cambridge University English for Official college transcripts for all college-level work, Speakers of Other Languages)* regardless of whether the credit will be transferrable, • Minimum score requirements must be sent directly from the institution at which the - Certificate of Advanced English – An A, credit was completed. Official transcripts, mark B, or C constitutes a passing grade. sheets, diplomas, degrees, and/or certificates of all - Certificate of Proficiency in English – An secondary and post-secondary academic records A, B, or C constitutes a passing grade. and examination results are required. If fewer than twenty-four transferrable credits have been com- * Note that exceptions to minimum score requirements for gradu- pleted, high school/secondary school transcripts ate programs may be made upon recommendation of the grad- must also be provided. Transcripts that are not in uate program director within the student’s major department and with approval from the dean of the graduate school. Monmouth English must be translated and evaluated by a rep- also requires a student’s academic profile to meet regular stan- utable credential evaluation service, including mem- dards for admission. bers of the National Association of Credential Evaluation Services (NACES) and then sent directly Monmouth University will also accept inter- from the agency to Monmouth University. A course- national students who meet Monmouth’s regular by-course evaluation is required for all non-English standards for admission and who have successfully transcripts. Course descriptions in English of all com- completed the ELS Language Services program at pleted course work are also required, if not included the master’s level of English proficiency, which is in the course-by-course evaluation. Transcripts are completion of Level 112, in lieu of the TOEFL or other considered official when sent directly to Monmouth English proficiency exam. Conditional acceptance University from the college/university at which the may be issued by Monmouth University to those stu- courses were taken and certified by the institution’s dents who elect to prove English proficiency by Registrar’s Office, Ministry of Education, or when enrolling in and completing ELS Level 112. sent directly from the evaluation agency along with In order to obtain the nonimmigrant the translation and evaluation to the Office of Certificate of Eligibility (Form I-20), all accepted inter- Admission Processing. Photocopied documents or national applicants are required to provide financial transcripts marked “issued to student” are not documentation, such as bank statements, attesting accepted as official. that sufficient funds are available to support the The records should list all courses the stu- period of study for the degree at Monmouth. To dent has taken and grades received in each subject. obtain a copy of the Application for Form I-20 and Course descriptions and/or syllabi and the number of instructions, visit http://www.monmouth.edu/admis- weeks and hours spent in lectures and laboratory sion/graduate/international.asp. This document is work for each course are required of transfer appli- required and must be completed before the Form I- cants if transfer credit is expected. Only credits from 20 can be issued. recognized accredited institutions will be considered Undergraduate applicants who have for direct transfer into any degree program. All course attended school outside of the United States must work is subject to approval by the department chair submit official evidence of secondary school comple- of the specific program chosen; not all courses may tion and certified original copies of national examina- transfer. A maximum of seventy-two credits will be tions results where applicable. allowed for undergraduates transferring from a two- International undergraduate freshman appli- year accredited institution; a maximum of ninety-six cants from English-speaking countries must take the credits will be allowed when transferring from a four- SAT and meet regular standards for admission. To year accredited institution. learn from which countries the SAT is required, Course work done through national exami- please visit http://www.monmouth.edu/admission nation may be considered for credit by department /international/toefl.asp. evaluation, credit by examination, waiver, or portfolio if results meet specific department and/or University International Transfer Applicants requirements and standards. Credentials submitted from foreign institu- Students may, upon request, be required to tions will be evaluated by the Transcript Evaluator. have previous academic work validated, at the stu-

Monmouth University 23 Graduate Admission

dent’s expense, through an outside credential evalu- VETERANS AND WAR ORPHANS ation service. Complete information regarding benefits and Failure to declare and/or present all aca- procedures for applying may be obtained from the demic work, or presentation of academic records that Office of Registration and Records or the Financial are found to be altered or of a questionable nature, Aid Office. Monmouth University is approved by the may result in non-acceptance of student or dismissal New Jersey Department of Military and Veterans’ of student from the University. Generally, interna- Affairs for veterans’ benefits. tional students currently studying in the United States who wish to transfer to Monmouth University should MILITARY APPLICANTS follow the regular transfer admission process. The Monmouth University has been designated English proficiency/SAT requirement can be waived as an institutional member of Service Members for international students who have completed at Opportunity Colleges (SOC), a group of over 400 col- least twenty-four transferable credits of which at least leges and universities providing voluntary postsec- three are in English at the 100 level or higher. See ondary education to members of the military through- details referenced in the International Applicants sec- out the world. As an SOC member, Monmouth tion for English proficiency requirements. An interna- University recognizes the unique nature of the mili- tional student transferring from an institution within tary lifestyle and has committed itself to easing the the United States must provide the following docu- transfer of relevant course credit, providing flexible mentation: academic residency requirements, and crediting • Admission application learning from appropriate military training and expe- • Nonrefundable application fee riences. SOC has been developed jointly by educa- • Official transcript(s) tional representatives of each of the Armed Services, • Official test scores (as applicable) the Office of the Secretary of Defense, and a con- • Monmouth University’s F-1 Transfer form sortium of thirteen leading, national higher education if currently enrolled at a U.S. institution associations; it is sponsored by the American (http://www.monmouth.edu/Student/grad/ Association of State Colleges and Universities Transfer.pdf) or Monmouth University’s (AASCU) and the American Association of Application for Form I-20 if no longer Community and Junior Colleges (AACJC). enrolled at the U.S. institution (http://www.monmouth.edu/Student/grad/ NON-DISCLOSURE FormI20.pdf) Failure to submit complete records of all previous academic experiences will result in a student In addition, the transfer applicant should being denied admission, or, in the case of nondisclo- request the previous institution to transfer his or her sure or misrepresentation, the rescinding of admis- SEVIS record. sion previously granted. International transfer applicants must also provide financial support documentation (see details referenced in the International Applicants section).

24 Monmouth University Tuition and Fees

Tuition and Fees Tuition Course Descriptions Course FINANCIAL INFORMATION TUITION Tuition and fees are subject to annual increases at the discretion of the Board of Trustees. • UNDERGRADUATE Tuition and fees charges listed below are in effect 12 - 18 credits ...... $14,541.00 ($314.00*) as of May 14, 2012. Monmouth University reserves Each credit in excess of 18...... $842.00/credit the right to alter any and all charges and to do so 9 - 11.5 credits ...... $842.00/credit ($314.00*) within the academic year. Less than 9 credits...... $842.00/credit ($157.00*) Auditor Program ...... $280.00/credit Monmouth University (on campus) Summer Session...... $712.00/credit TUITION AND FEES PER SEMESTER May 14, 2012 • GRADUATE It should be noted that more than 80% of 9 or more credits ...... $922.00/credit ($314.00*) Monmouth University students are eligible for Less than 9 credits...... $922.00/credit ($157.00*) Financial Aid. Depending upon family financial cir- Auditor Program ...... $308.00/credit cumstances—regardless of income—actual costs Summer Session...... $932.00/credit could be considerably less than published student charges. Inquiries should be directed to the Office of • SENIOR CITIZENS (Undergraduate and Graduate) Financial Aid. 9 or more credits ...... $242.00/credit ($314.00*) Less than 9 credits...... $242.00/credit ($157.00*) TUITION AND FEES PER SEMESTER Effective May 14, 2012, for the Summer 2012, Fall * The Comprehensive Fee includes services provided by: 2012, and Spring 2013 Semesters Student Center, Student Activities, Health Center, Intercollegiate and Intramural Athletics, Placement, Counseling, and Registration.

Monmouth University 25 Tuition and Fees

• RESIDENCE HALLS Regent’s College – London (room and board) Spruce/Willow/Cedar/Laurel/Beechwood Single ...... 6,578.00 Single Room ...... 3,916.00 Double ...... 5,320.00 Double Room...... 3,085.00 Triple...... 4,904.00 Triple Room ...... 2,316.00 Elmwood/Pinewood Macquarie University – Australia Single Room, small...... 3,058.00 Single ...... 5,500.00 Single Room ...... 3,890.00 Double Room...... 3,085.00 Spain (Summer) Triple Room ...... 2,290.00 Double room charge...... 1,435.00 Oakwood/Redwood Double Room...... 3,823.00 CONTRACT CANCELLATION FEE...... 500.00 Triple Room ...... 2,794.00 Garden Apartment...... 4,403.00 • BOARD Great Lawn/Maplewood 105 Meals plus points plan ...... 2,195.00 Double Room...... 3,974.00 195 Meals plus points plan ...... 2,316.00 Triple Room ...... 3,138.00 225 Meals plus points plan ...... 2,389.00 Birch Triple ...... 2,290.00 Carte Blanche meal plan...... 2,469.00 Mullaney Hall Double...... 3,293.00 OTHER FEES Triple ...... 2,581.00 (All fees are nonrefundable unless otherwise noted.) Fountain Gardens Application Fee...... 50.00 Double Room...... 4,107.00 International Application Fee...... 50.00 Quad Room ...... 3,677.00 Fall Orientation Fee (full-time, new undergraduate) ...... 200.00 • Pier Village Spring Orientation Fee Double - Annual Contract** ...... 10,609.00 (full-time, new undergraduate) ...... 75.00 **Billed in four cycles, see below: Late Registration Fee...... 50.00 Summer session A 464.00 Late Payment Fee...... 50.00 Summer session E 1,701.00 Physical Education Fee (refundable) ...... 30.00 Fall 3,990.00 Lab/Studio Fee A (refundable) ...... 100.00 Spring 4,454.00 Lab/Studio Fee B (refundable)...... 80.00 Lab/Studio Fee C (refundable)...... 60.00 • Diplomat Apartments Lab/Studio Fee D (refundable)...... 40.00 Double - Per Semester...... 4,262.00 Lab/Studio Fee E (refundable)...... 20.00 Double - Annual Contract** ...... 9,915.00 Study Abroad Fee ...... 135.00 **Billed in four cycles, see below: Returned Check Fee ...... 25.00 Summer session A 434.00 Cooperative Education Fee...... 45.00 Summer session E 1,590.00 Study Abroad Administration Fee - Fall 3,729.00 Fall or Spring...... 250.00 Spring 4,162.00 Student Teacher Early Field Experience Fee...60.00 Student Teaching Field Experience Fee ...... 300.00 • Intersession Housing Residence Halls ...... 179.00 PORTFOLIO ASSESSMENT FEES (per course) Apartments ...... 289.00 Workshop ...... 30.00 Assessment per academic area...... 225.00 • Study Abroad: Florence – Italy (room charge) CREDIT BY EXAMINATION FEES Double – Fall ...... 3,300.00 Application Fee per course ...... 15.00 Double – Summer ...... 1,000.00

26 Monmouth University Tuition and Fees

Undergraduate per credit ...... 1/3 cr. rate student will be billed at the full-time rate). Summer Graduate per credit ...... 1/3 cr. rate tuition will be billed at the per-credit rate regardless of status. SUMMER SESSION FEES Financial Aid awards will be based on the Workshop Fee per hour (refundable)...... 35.00 student’s status, and students should be aware that Study Abroad Administration Fee - Summer..125.00 change in status may affect Financial Aid eligibility. Graduate students are assessed tuition on a SUMMER ROOM RATES per-credit basis. Residence Hall - per week ...... 179.00 Comprehensive Fee: The Comprehensive Garden Apartment - per week...... 223.00 Fee includes services provided by the Student Great Lawn Apartment - per week ...... 223.00 Center, Student Activities, Health Center, Diplomat Apartment – per week...... 241.00 Intercollegiate and Intramural Athletics, Placement, Counseling, and Registration. PARKING FEES Application Fee: This nonrefundable fee is Resident (per year)* ...... 350.00 for the cost of processing undergraduate and gradu- Resident (spring only) ...... 175.00 ate applications. Late Registration (per year) ...... 50.00 Acceptance Deposit: This deposit must be paid by all new full-time undergraduate students * Resident students who do not remain in on-campus housing in (twelve or more credits) prior to registration. the spring may file a waiver requesting credit of 1/2 the annual Acceptance deposits paid by transfer students are parking fee. not refundable. Acceptance deposits paid by freshmen for the fall semester are refundable until May 1. Explanation of Tuition, Fees, and Deposits Orientation Fee: This fee is charged to new Tuition Charges: Undergraduate students students to cover the expenses of the orientation pro- are billed according to their status as matriculated gram. full-time or part-time students. Full-time undergradu- Late Registration Fee: A fee is charged to ate students will be billed, upon registering for a all continuing or former students who receive per- given semester, for tuition at the full-time rate; those mission to register for course work after the close of who register for more than eighteen credits will have the regular registration period. an additional charge for each credit over eighteen, Late Payment Fee: A fee is charged to all billed at the part-time rate. Part-time students are students who have not properly made final financial billed at the per-credit rate. Undergraduate students arrangements with the Bursar by the payment due wishing to change status must process a Request to date. Change Enrollment Status form with the Office of the Parking Fee: This fee is charged to all resi- Bursar. In addition, part-time, nonmatriculated student students who register a motor vehicle with the dents must receive approval of the Office of campus police. Failure to register vehicles will result Undergraduate Admission before a change to full- in parking fines. time status can be processed. Returned Check Fee: A fee is charged for Under this policy, undergraduate students each uncollectible check issued to the University. whose status is full time will be billed at the full-time Residence Hall Room Reservation Deposit: rate, regardless of the number of credits for which Students who wish to reserve space in the residence they are registered, until a Request to Change halls are required to forward a $150 room reservation Enrollment Status form is processed. If a full-time deposit and signed contract prior to registration. The student fails to register for a full-time load by the end $150 is applied as a credit toward room rent. of the registration period, the University will adjust Residence Hall Contract Cancellation the billing and change the student’s status accord- Fee: This fee is charged to students who have con- ingly. An undergraduate student whose status is part- tracted to reserve space in the residence hall and fail time will be billed at the part-time per-credit rate, to cancel that contract prior to June 1. This fee is in unless registered for twelve or more credits (then the addition to forfeiture of the room reservation deposit.

Monmouth University 27 Tuition and Fees

Physical Education Fee: This fee is for the A student who becomes delinquent in pay- use of equipment required in the physical education ments due during the year may be barred from program. classes. Financial clearance must be met for a stu- Laboratory and Studio Fee: This fee is dent to graduate or receive transcripts, either official charged in addition to the tuition for each laboratory or unofficial (student copy). or studio course. It covers costs of additional class If payment is not made as required, the stu- hours and special materials. dent may not be allowed to register for future semes- Credit by Examination Fee: This fee is for ters/terms until the outstanding balance is satisfied. the administrative and personnel costs for the Credit In addition, all collection costs and fees, including, by Examination program. but not limited to, attorneys’ fees incurred by the Portfolio Assessment Fee: This fee is for University, will be paid by the student. the administrative and personnel costs for the Portfolio Assessment program. Tuition Payment Plan Study Abroad Fee: This fee is charged to To accommodate parents and students who Monmouth University students who have been prefer to pay for educational expenses in monthly granted permission to enroll in a Study Abroad pro- installments, the following plan is available as of April gram sponsored by another college or university. 1 for the upcoming school year. The University Student Teacher Early Field Experience reserves the right to alter the programs accepted Fee: This fee is charged to education majors to off- from time to time. set the expense of the early field experience. The following organization is not affiliated Student Teaching Field Experience Fee: with Monmouth University, and any questions regard- This fee is charged to education majors to offset the ing the tuition plans should be directed to the expense of student teaching. address below: Tuition Management Systems Terms of Payment P.O. Box 842722 Payment of fall semester charges are due in Boston, MA 02284-2722 August, and spring semester charges are due in Phone: (800) 356-8329 December. Specific dates are set annually and can Web site: www.afford.com be viewed on the Bursar Web page under “Payment Deadlines.” Cash and Debit Card: accepted in per- REFUND POLICY son at the Office of the Cashier located on the first • Summer Sessions floor of the Wilson Hall Annex. Call 732-571-7540. Refunds, upon withdrawal from summer Check or Money Order: accepted in person, as sessions, will be made according to the policy stated above, or mailed in the envelope that is enclosed below: with your bill. The student’s ID number must be writ- • Students who withdraw from a four- ten on all checks and money orders. Credit Cards: week or six-week summer session Visa, MasterCard, Discover, and American Express within the first week of the session will are accepted. You may fill out the form included with receive 100% refunds. Withdrawals after your bill and return it in the envelope, also provided. the first week are not eligible for refunds. This form of payment is also accepted both in person • Students who withdraw from a nine- and over the phone. The person to whom the credit week or twelve-week summer session card is issued must call. Online: by electronic check within the first week of the session will or credit card by either logging into your WEBstudent receive 100% refunds. Fifty-percent account and selecting “Account Summary” (if you refunds will be given if courses are with- have a balance due, a button will appear at the bot- drawn in the second week. Withdrawals tom of the screen to allow you to make an online pay- after the second week are not eligible for ment), or accessing our Electronic Payment refunds. Gateway. Be prepared to fill in the student’s ID number, first name, last name, and then follow the remaining steps.

28 Monmouth University Tuition and Fees

REFUND POLICY FOR COMPLETE • International students cannot use e-mail WITHDRAWALS or telephone contact with the ORR. • Fall and Spring Semesters International students must coordinate Tuition and fees, including room and board registrations and withdrawals with the fees, will be refunded upon complete withdrawal Office of International Student Services. from all semester courses according to the policy stated below: Pro-rata percentages are applied against Students who withdraw completely from the tuition, comprehensive fee, lab fee, orientation fee, University after the opening of classes will receive and room and board fees (less a $500 cancellation 100% refunds (less a $500 cancellation fee as detailed fee for students who have contracted for housing). in the Housing Contract) through the end of the first The resulting amount is then compared to any stu- week of the semester. Students who withdraw com- dent payments that may have been made with the pletely after the first week of the semester will receive difference being the amount still due the University or pro-rata refunds (less a $500 cancellation fee as the amount available to be refunded. There will be no detailed in the Housing Contract) calculated on the refunding of moneys paid for health insurance, basis of days enrolled through the sixtieth percent point books, supplies, damages, fines, or other fees not in the semester. Example: For a semester consisting of mentioned above. Any amount available for refund seventy-five days, the sixtieth percent point would be will be returned to its sources. Federal Title IV aid, the forty-fifth day. Note that weekends are not included state aid, and University aid will receive refunds prior toward days counted. Please refer to the Registration to any refund being paid to the student. Information online at www.monmouth.edu/registrar/ registration_information/default.asp for semester REFUND POLICY—COMPLETE WITHDRAWAL start and end dates. Withdrawals after the sixtieth per- IMPORTANT NOTICE FOR STUDENTS WITH cent point in the semester are not eligible for refunds. FEDERAL STUDENT FINANCIAL ASSISTANCE All refunds will be based on the official date Under new regulations that implement the of withdrawal, which is the date the completed with- Higher Education Amendments of 1998, students drawal eFORM or an e-mail message (e-mail must be who completely withdraw from the University are from the student’s University e-mail account and sent responsible for repaying the unearned portion of to [email protected]) is received by the Office loans and grants received in excess of charges to of Registration and Records (ORR). The University their student account directly to the federal govern- encourages students to make notification of with- ment. Failure to return unearned grant funds to the drawal in writing as outlined above; however, verbal U.S. Department of Education may result in the stu- communication in the form of a phone call to the ORR dent becoming ineligible for financial aid in future will be accepted within the following guidelines: academic years. Students who have been advised • The call must be made during business that they have unearned grant funds should contact hours (Monday through Friday, 9 a.m. to the Office of Financial Aid, 732- 571-3463, for infor- 5 p.m.). mation regarding making repayment arrangements • The call must be communicated by the with the U.S. Department of Education. Loans are to student (not a parent or designate) be repaid by the student in accordance with terms of directly to ORR personnel. Voice mes- their promissory note. sages will not be accepted. If the amount of aid credited to a student’s • The student must provide name, last four account at the time of withdrawal is less than the digits of his or her social security number, amount of aid earned based on the proportion of the and his or her unique Monmouth student semester that the student was enrolled, a post- with- ID number. drawal disbursement of aid can be made. If there are • Telephone withdrawals will be confirmed outstanding charges on the student’s account, the by the ORR. University will make the post-withdrawal disburse- • The student is responsible for ensuring ment to the student’s account. If there are no out- that the withdrawal is communicated to standing charges on the student’s account, the the ORR. University must notify the student regarding the avail-

Monmouth University 29 Tuition and Fees

ability of the post-withdrawal disbursement. The stu- refunds on the courses dropped if the courses are dent must inform the University within fourteen days dropped during the first week of the semester or on of this notification as to whether the student wishes the day following the first class meeting. Fifty-percent to receive the post-withdrawal disbursement. No refunds will be given if the courses are withdrawn post-withdrawal disbursement will be made unless from during the second week. Withdrawals after the the University receives a response from the student second week are not eligible for refunds. within this timeframe. HOUSING CONTRACT: REFUND SCHEDULE REFUND POLICY FOR PARTIAL WITHDRAWALS Students who change housing and/or board • Fall and Spring Semesters arrangements during the semester while continuing All refunds will be based on the official date as students at Monmouth University are eligible only of withdrawal, which is the date the completed with- for such refunds (less a $500 cancellation fee as drawal eFORM is received by the Office of detailed in the Housing Contract) as established by Registration and Records (ORR). E-mail or verbal the Office of Residential Life. Further information on communication will not be accepted for communi- this process is available from the Office of cating partial withdrawals to ORR. Only the com- Residential Life at 732-571-3465. pleted withdrawal eFORM will be accepted. Full-time undergraduate students who are APPEAL POLICY FOR REFUNDS registered for twelve to eighteen credits in the Appeals for exceptions to the Refund Policy should semester are not entitled to any refund when with- be made in writing to the Assistant to the Vice drawing from one or more, but not all, courses after President for Student Financial Appeals within one the first week of the semester. If the student drops year of the beginning of the semester in question. below twelve credits prior to the end of the first week Information about this process is available from the of the semester, the student’s status will be changed Office of the Vice President of Finance at 732- 571- to part-time, and the student will be billed at the per- 3427. Further information or explanation of the credit rate. Full-time undergraduate students should Refund Policy is available from the Office of the note that enrolling for fewer than twelve credits may Bursar or online at affect eligibility for financial aid. Those students who www.monmouth.edu/refund. are registered for credits in excess of eighteen will be Students filing appeals for exceptions to the entitled to refunds for tuition paid for credits in excess University Refund Policy are advised that there is a of eighteen according to the partial withdrawal refund possibility that the amount of Financial Aid they may schedule for part-time undergraduate students and receive, or may have received, may be adversely graduate students, which follows below. affected. Students are advised that it is their respon- Part-time undergraduate students and all sibility to meet with a representative from the graduate students who withdraw from one or more Financial Aid Office to see how filing an appeal will courses during the semester while remaining regis- affect their financial aid package. tered for one or more courses are entitled to 100%

30 Monmouth University Financial Aid

Monmouth University believes that qualified January 1. Students are encouraged to retain a students should not be denied an educational copy of the completed FAFSA for their records. Financial Aid

opportunity due to lack of financial resources, and Monmouth University does not have dead- that financing a student’s education should be a lines for applying for financial aid. However, stu- Descriptions Course cooperative effort between the student and the insti- dents are encouraged to file as soon after January tution. To that end, the staff of the Financial Aid 1 as possible. Office is available to assist students in developing a Financial data provided on the FAFSA will comprehensive educational financial plan. Students be forwarded electronically to the University and will are strongly encouraged to call or visit the Financial be the basis for the creation of the student’s finan- Aid Office to engage in this planning process; the cial aid package. The financial aid package will be office may be reached by phone at 732-571-3463 or communicated to the student via the Financial Aid via e-mail at [email protected]. Award Letter; newly enrolling students will receive a hard copy award letter, while continuing students APPLICATION PROCESS will receive their award letter via e-mail to their Monmouth University uses the Free University e-mail address. The student is then Application for Federal Student Aid (FAFSA) as its expected to confirm acceptance of the offer of finan- primary application for all federal and state financial cial aid by returning to the Financial Aid Office a aid programs; no supplementary applications are signed copy of the award letter (continuing students required. Students are encouraged to apply online may simply reply to the award letter e-mail); a copy at www.fafsa.ed.gov. If a paper application is pre- is also provided for the student’s records. ferred, one may be downloaded and printed from Generally, the initial offer of financial assis- www.fafsa.ed.gov. tance delineated in the award letter is non-nego- The FAFSA is completed using the student tiable. The financial aid package may, however, be and spouse’s federal income tax data and should altered as a result of one or more of the following also include Monmouth University’s Title IV School conditions: Code (002616); where possible, students should • Changes in the student’s housing status utilize the Data Retrieval Tool on the FAFSA to • Changes in the student’s enrollment import their tax information from the IRS’s database (i.e., credit hours) status into the FAFSA. Completed FAFSAs may be sub- • Lack of satisfactory academic progress mitted to the U.S. Department of Education after • Receipt of financial aid from an outside source

Monmouth University 31 Financial Aid

• Discrepancies noted as a result of the Fellowships are renewable throughout the duration verification process of the student’s enrollment, provided that the student maintains a minimum cumulative grade point aver- (Note that the U.S. Department of Education age of 3.00. Graduate fellowships are available in the randomly selects one in three applications for verifi- summer term provided the student enrolls in a total of cation. The verification process entails the compari- at least six credits during the course of the summer. son of actual financial data to that supplied on the FAFSA. Students selected for this process will be • Second Master’s Scholarship notified by the Financial Aid Office and will be asked Partial-tuition scholarships are available to to supply copies of federal tax transcripts [if the Data students who have completed a master’s degree pro- Retrieval Tool was not utilized) and a completed ver- gram at Monmouth University and who return to the ification worksheet; additional documents may also University to matriculate for a second master’s be requested.]) degree or certificate. Award amounts vary as a function of tuition FUNDING SOURCES and the number of credits for which a student enrolls. The student’s financial aid package may be Scholarships are available during the fall, spring, and comprised of a combination of grant, scholarship, summer terms. All applicants for admission are auto- and loan funding. Grants and scholarships are forms matically evaluated for scholarship eligibility; the stu- of assistance that do not have to be repaid, while dent need not complete a separate scholarship appli- loans must be repaid with interest. The following cation. Scholarships are renewable throughout the paragraphs identify and describe the types of funding duration of the student’s enrollment, provided that available at Monmouth University. the student maintains a minimum grade point average of 3.00. GRANTS AND SCHOLARSHIPS • Graduate Fellowships • Math/Science Educator Scholarship Monmouth University established the The University is committed to providing Graduate Fellowship program to provide scholarship support for graduate degree candidates who intend assistance to students who have demonstrated out- to become teachers of math and science. Graduate standing academic achievement in the completion of students who hold a teaching certificate in any sub- the baccalaureate degree. Partial-tuition fellowships ject area may take course work toward an additional are awarded to matriculated students by the Office of certification in math and/or science and qualify for a Graduate Admission and are made on the basis of scholarship. Those who do not hold a teaching cer- the student’s cumulative undergraduate grade point tificate, but who are interested in pursuing certifica- average. Award amounts vary as a function of the tion in math and/or science, are also eligible. student’s undergraduate cumulative grade point However, in addition to the subject- area courses, the average and the number of registered credits each student must also complete the Master of Arts in term. International candidates’ undergraduate grade Teaching (MAT) program. Scholarships are available point averages are converted to the American grad- during the fall, spring, and summer terms. All appli- ing system. All applicants for admission are automat- cants for admission are automatically evaluated for ically evaluated for fellowship eligibility; the student scholarship eligibility; the student need not complete need not complete a separate application. Awards a separate application. Scholarships are renewable are not made in combination with the following forms throughout the duration of the student’s enrollment, of assistance: tuition remission, Second Master’s provided that the student maintains a minimum grade Scholarships, and Math/Science Educator point average of 3.00. Scholarships. However, the Graduate Fellowship • Federal TEACH Grant may be combined with the following; as long as it does not exceed tuition and fees (fees do not include Through the College Cost Reduction and books): senior citizen tuition discount, graduate Access Act of 2007, Congress created the Teacher assistantships, and employer tuition reimbursement. Education Assistance for College and Higher Education (TEACH) Grant program that provides

32 Monmouth University Financial Aid

grants of up to $4,000 per year (including the sum- • Sign a TEACH Grant Agreement to Serve mer term) to students who intend to teach in a public and complete an entrance counseling or private elementary or secondary school that session. serves students from low-income families. Students may receive a maximum of $8,000 in TEACH Grants • Educational Opportunity Fund (EOF) Grant for graduate studies. In exchange for receiving a The EOF program, funded by the state of TEACH Grant, the student must agree to serve as a New Jersey, is designed to provide access to graduate full-time teacher in a high-need field (e.g., bilingual education for students who participated in the EOF education and English language acquisition, foreign program at the undergraduate level. Funding is, how- language, mathematics, reading specialist, science, ever, limited. Students who believe they might qualify special education, or other identified teacher short- are encouraged to contact the University’s EOF Office age areas) in a public or private elementary or sec- at 732-571-3462. ondary school that serves low-income students. As a recipient of a TEACH Grant, the student must teach • Graduate Endowed Scholarships for at least four academic years within eight calendar The University offers a small number of years of completing the program of study for which sponsored and endowed scholarships to graduate the TEACH grant was awarded. IMPORTANT: If the students, which have been made possible through student fails to complete this service obligation, all the generosity of friends of the University. All enrolled TEACH Grants will be converted to a Federal Direct students receive consideration for these awards, and Unsubsidized Stafford Loan, which must be repaid to there is no student-initiated application process. The the U.S. Department of Education. The student will Financial Aid Office, except where stipulated by the be charged interest from the date the grant(s) was donor, will select the candidate that most closely disbursed. Note: TEACH Grant recipients will be matches the donor-established criteria. (Note that given a six-month grace period prior to entering students in the MSN program must complete the repayment if a TEACH Grant is converted to a Direct FAFSA and a scholarship application available from Unsubsidized Loan. the School of Nursing and Health Studies. Scholarship recipients will be selected by the faculty Eligibility Requirements of the School.) Scholarship recipients will be notified To receive a TEACH Grant the student must meet the via the financial aid award letter. following criteria: • Complete the Free Application for Federal LOANS Student Aid (FAFSA), although you do • Federal Direct Unsubsidized Stafford Loan not have to demonstrate financial need; The Federal Direct Unsubsidized Stafford • Be a U.S. citizen or eligible non-citizen; Loan is a low-interest-rate loan with eligibility require- • Be enrolled as a graduate student in a ments, terms, and conditions similar to those of the postsecondary educational institution that Subsidized Stafford Loan. The primary difference is has chosen to participate in the TEACH that interest does accrue on the loan while the stu- Grant program; dent is enrolled. For graduate students, the annual • Be enrolled in course work that is neces- borrowing limit is $12,000 and cannot exceed the sary to begin a career in teaching or plan student’s budgeted cost of attendance in combina- to complete such course work. Such tion with all other aid. The interest rate is fixed at course work may include subject-area 6.8%. Borrowers are charged, by the federal govern- courses (e.g., math courses for a student ment, an up-front origination fee of 1.5% of the prin- who intends to be a math teacher); cipal amount of the loan, but there is an up-front • Meet certain academic achievement rebate of 1%. This rebate is maintained as long as requirements (generally, scoring above the student makes the first twelve consecutive, on- the 75th percentile on a college admis- time payments when the loan goes into repayment. sions test or maintaining a cumulative The net origination fee of 0.5% is deducted propor- grade point average of at least 3.25); tionally from each disbursement of the student's loan. A promissory note for the Unsubsidized Stafford

Monmouth University 33 Financial Aid

Loan will be supplied by the Financial Aid Office. ALTERNATIVE LOANS Unsubsidized Stafford Loans are available during the Alternative financing sources are available regular academic year (i.e., fall and spring semes- from private banking concerns and are ideal for stu- ters) and may be available during the summer term. dents who either do not meet the eligibility criteria for Monmouth University is a Direct Lending the Stafford Loan programs, or who have exceeded institution, meaning that the University’s Financial Aid the borrowing limits for those programs. As the loan Office will provide the student with a promissory note terms and eligibility criteria vary widely, interested for the Stafford Loan and will arrange to have the students are encouraged to contact the Financial Aid funds electronically transferred to the student’s Office at 732-571-3463 or visit the University’s Web account. The student need not seek a loan applica- site at www.monmouth.edu/alternative for assistance tion from a private banking institution. in selecting the loan that best suits their needs.

• Federal Direct Parent Loan for Graduate EMPLOYMENT Students (PLUS) • Graduate Assistantships Graduate students are now eligible to borrow This program provides on-campus employ- under the PLUS Loan program. The terms and con- ment in a variety of settings to eligible graduate stu- ditions applicable to the Parent PLUS Loans also dents. Assistantships are generally awarded to out- apply to Graduate PLUS Loans; however, with the standing graduate students who have completed at Graduate PLUS Loan, the student is the borrower, least the first semester of enrollment. Recipients may not the parent. These requirements include comple- attend either part-time or full-time. The total amount tion of the FAFSA and a determination that the appli- of an assistantship combined with a fellowship (or cant does not have an adverse credit history. scholarship) will not exceed the cost of tuition and Applicants may borrow up to their cost of attendance, fees in any semester. Interested students may obtain less other financial aid. Students must also have an application for an assistantship from the office of applied for the annual loan maximums in the Federal the Dean of the Graduate School. Subsidized and Unsubsidized Stafford Loan programs before applying for a Graduate PLUS Loan. SATISFACTORY ACADEMIC PROGRESS Students must be enrolled at least half time (six Federal regulations require institutions to credit hours). For loans disbursed after July 1, 2012, establish minimum standards of satisfactory aca- borrowers are charged, by the federal government, demic progress for students receiving federal, state, an up-front origination fee of 4%. For loans disbursed and/or institutional financial aid. In the determination after July 1, 2008, the interest rate is fixed at 7.9%. of satisfactory academic progress, all course work is Unless the borrower requests an in-school defer- considered, whether or not the student received ment, the first payment is due sixty days after the financial aid at the time the work was completed. loan is fully disbursed. Repayment lasts between ten Financial aid at Monmouth University is and twenty-five years based on the total amount bor- awarded to students for the entire academic year or rowed and the repayment option chosen. A promis- summer session. Academic progress for all aid recip- sory note for the PLUS Loan will be supplied by the ients is reviewed at the conclusion of the spring Financial Aid Office. Graduate PLUS Loans are avail- semester. If a student has not met all of the requisite able during the regular academic year (i.e., fall and standards, the student will be ineligible to receive spring semesters) and may be available during the federal, state, and/or institutional funds. Students summer term. who are deemed ineligible will be offered the oppor- Monmouth University is a Direct Lending tunity to submit an appeal; refer to the Appeals sec- institution, meaning that the University’s Financial Aid tion below for the appropriate procedure. Office will provide the student with a promissory note The standards for determining satisfactory for the PLUS Loan and will arrange to have the funds academic progress at Monmouth University for fed- electronically transferred to the student’s account. eral and state funding are measured along three The student need not seek a loan application from a dimensions: cumulative grade point average, pace, private banking institution. and maximum time frame. To remain in good

34 Monmouth University Financial Aid

standing, a student must meet each of the three submitted with the appeal. Students who have been requirements: deemed ineligible in a prior semester, but who have • Cumulative Grade Point Average: since improved their performance to the required Consistent with the general academic level, are also encouraged to submit an appeal for requirements of the University, graduate the reinstatement of their aid; the student’s financial students must maintain a minimum cumu- aid will not be automatically reinstated. lative grade point average of 3.00 to remain eligible for institutional and/or fed- RETURN OF FINANCIAL AID WHEN A STUDENT eral funding. WITHDRAWS • Pace: All students must successfully The federal government mandates that stu- complete at least 67% of the credit hours dents who withdraw from all classes may only keep for which they enroll. Note that repeated the financial aid they have "earned" up to the time of courses and course work assigned a withdrawal. Federal funds that have been disbursed grade of “W,” “WF,” “F,” or “I” will not be in excess of the earned amount must be returned by counted as hours completed toward grad- the University and/or the student to the federal gov- uation but will be counted as an ernment. Thus, the student could owe aid funds to attempted course. the University, the government, or both. • Maximum Time Frame: Students must A student is considered to have officially also meet the maximum time frame com- withdrawn when he or she notifies the University of ponent of satisfactory academic progress. his or her intent to withdraw from all classes. The The maximum number of credits a gradu- date of the official notice is considered the last date ate student may attempt and receive fund- of attendance and will be the date used for calculating for is 150% of the published number of ing the amount of financial aid to be returned. A stu- credits required to complete the degree, dent who receives a combination of "F" and/or “W” certificate, or endorsement program. grades at the end of a semester is considered unof- ficially withdrawn. Instructors report the last recorded Appeals Process date of attendance for the student. This will be the When a student is deemed ineligible for date used for calculating the amount of financial aid financial aid the student will be provided with written to be returned to the federal government. Please notification of ineligibility. The student will have the refer to the section entitled Course Withdrawals opportunity to submit a written appeal for review. All within this catalog for academic withdrawal policies such appeals should be forwarded to the Associate and procedures. Director of Financial Aid. The Associate Director will To determine the amount of aid the student review the appeal and may elect to return the student has earned up to the time of withdrawal (either offi- to good standing, continue the student’s financial aid cial or unofficial), the Financial Aid Office divides the probationary period, reduce the student’s financial number of calendar days the student has attended aid award, or uphold the determination of ineligibility classes by the total number of calendar days in the (e.g. cancel the student’s financial aid). Students semester (minus any scheduled breaks of five days submitting an appeal will be provided written notifica- or more). The resulting percentage is then multiplied tion of the outcome of their appeal. by the total federal funds that were disbursed for the Circumstances which might merit an appeal semester; institutional funds, state funds, and alter- include, but are not limited to, the following: serious native loans will be prorated in the same manner. illness or injury to the student or a member of the stu- (Note that if the student remains enrolled and attends dent’s immediate family, a death in the immediate class beyond the 60% point of the semester in which family, or divorce. Generally, only appeals that aid is received, all federal aid is considered earned involve documentable circumstances beyond the and not subject to a refund calculation.) student’s control which have had an impact upon the This calculation determines the amount of student’s academic performance will be considered. aid earned by the student that he or she may keep Supporting documentation of the circumstances (for example, if the student attended 25% of the term, forming the basis for the student’s appeal must be the student will have earned 25% of the aid dis-

Monmouth University 35 Financial Aid

bursed). The unearned amount (total aid disbursed that the student withdrew. The student must respond minus the earned amount) must be returned to the within fourteen days from the date that the University federal government by the University and/or the stu- sends the notification to be eligible to receive the dent. The Financial Aid Office will notify and provide post-withdrawal disbursement. If the student does instructions to students who are required to return not respond to the University’s notice, no portion of funds to the government. the post-withdrawal disbursement that is not credited Funds that are returned to the federal gov- to the student’s account may be disbursed. The stu- ernment are used to reimburse the individual federal dent may accept or decline some or all of the post- programs from which the student received the aid. withdrawal disbursement. Accepted post-withdrawal Financial aid returned (by the University and/or the disbursements will be made from aid programs in the student or parent) must be allocated, in the following following order: order, up to the net amount disbursed from each 1. Federal Unsubsidized Stafford Loan source: 2. Federal Direct Graduate PLUS Loan 1. Federal Unsubsidized Direct Loan 2. Federal Perkins Loan Students whose circumstances require that they 3. Federal Direct Graduate PLUS Loan withdraw from all classes are strongly encour- 4. Other Federal Loan or Grant Assistance aged to contact the Financial Aid Office and their academic advisor before doing so. At that time, It is also possible that the student may have the consequences of withdrawing from all classes “earned” the aid, but it was not yet disbursed to the can be explained and clearly illustrated. Financial aid student’s account. Post-withdrawal disbursement counselors can provide refund examples and further occurs when the student receives less federal stu- explain this policy to students. dent aid than the amount earned (based on with- Students who withdraw from the University drawal date). The Financial Aid Office will determine may also be entitled to a refund of a portion of their if the student is entitled to a post-withdrawal dis- tuition, fees, and room/board charges, dependent bursement and will then offer, in writing, a disburse- upon the point in time at which the student with- ment of the earned aid that was not received. All draws. See Refund Policy for detailed information on post-withdrawal disbursement offers will be made the University’s tuition, fee, and room/board refund within thirty days of the date Monmouth determined policies.

36 Monmouth University Graduate Academic Programs,

Support Services and Regulations Course Descriptions Course The Graduate School overseeing program curricula, general academic DEAN: Datta V. Naik, PhD standards, and the graduate student advising process. The Office of the Graduate School also The Graduate School administers the grad- manages the graduate assistantship program. uate programs through six academic schools: the Leon Hess Business School, the School of DEGREE PROGRAMS Education, the Wayne D. McMurray School of Monmouth University offers a variety of Humanities and Social Sciences, the Marjorie K. courses and programs at the graduate level. Unterberg School of Nursing and Health Studies, the School of Science, and the School of Social WAYNE D. McMURRAY SCHOOL OF HUMANI- Work. These programs are designed to meet the TIES AND SOCIAL SCIENCES educational needs of post-baccalaureate students DEAN: Stanton W. Green, PhD who wish to acquire advanced knowledge and skills in their chosen fields of study and to engage in Completion of the following programs leads to a Services, and Regulations Programs, research and other scholarly activities. Classes are Master of Arts (MA): offered year-round and are scheduled predomi- • Anthropology nantly in the evening. The exception is the MSW • Corporate and Public Communication program, which offers a full-time program during the • Criminal Justice day and part-time in the evening. • English with a Concentration in Creative The Graduate School oversees the devel- Writing opment and evaluation of graduate programs, and • English with a Concentration in the teaching and research activity of graduate fac- Literature ulty. The responsibilities of the Dean of the • English with a Concentration in New Graduate School include monitoring the graduate Jersey Studies* admission process, coordinating the production of • English with a Concentration in Rhetoric promotional materials for graduate programs, and and Writing

Monmouth University 37 Programs, Services, and Regulations

• History • Graduate Certificate in Software • Psychological Counseling Engineering • Public Policy LEON HESS BUSINESS SCHOOL *Note: No new students will be accepted in this program effective DEAN: Donald M. Moliver, PhD July 1, 2012. Completion of the following programs leads to the Completion of the following program leads to a Master of Business Administration (MBA): Master of Science (MS): • Business Administration • Mental Health Counseling • Business Administration with a • Homeland Security* Concentration in Health Care Management

*New program, effective for Fall, 2013 Completion of these post-master’s certificate programs leads to the following: Completion of these certificate programs leads to the • Post-Master’s Certificate in Accounting following: • Post-Master’s Certificate in Health Care • Graduate Certificate in Criminal Justice Management Administration • Graduate Certificate in Homeland Security SCHOOL OF EDUCATION • Graduate Certificate in Human Resource DEAN: Lynn Romeo, EdD Management and Communication • Graduate Certificate in Strategic Public Completion of the following program leads to the Relations and New Media Master of Education (MEd): • Graduate Certificate in Public Service • Master of Education Communication Completion of the following program leads to the SCHOOL OF SOCIAL WORK Master of Arts in Teaching (MAT): DEAN: Robin Mama, PhD • Master of Arts in Teaching Completion of the following program leads to a Completion of the following programs leads to the Master of Social Work (MSW): Master of Science in Education (MSEd): • Social Work • Principal • Principal/School Administrator Completion of this post-master’s certificate program • Reading Specialist leads to the following: • School Counseling • Post-Master’s Certificate in Play Therapy • Special Education • Speech-Language Pathology SCHOOL OF SCIENCE DEAN: Michael A. Palladino, PhD Completion of these certificate programs leads to the following: Completion of the following programs leads to a • Graduate Certificate in Teaching English Master of Science (MS): to Speakers of Other Languages (TESOL) • Computer Science • Graduate Certificate in Autism • Software Engineering Completion the following post-master’s certificate Completion of these certificate programs leads to the programs leads to the following: following: • Post-Master’s Certificate in Curriculum • Graduate Certificate in Computer Science Studies – Software Design and Development • Post-Master’s Certificate in Education • Graduate Certificate in Software Development

38 Monmouth University Programs, Services, and Regulations

Completion of the subject endorsement program in • Post-Master’s Certificate: Family Nurse Chinese leads to the following: Practitioner • Subject Endorsement in Chinese – • Post-Master’s Certificate: Nursing Certificate of Eligibility with Advanced Administration Standing (CEAS) • Post-Master’s Certificate: Nursing Education Completion of these New Jersey Department of Education endorsement programs leads to the fol- Completion of the following program leads to the lowing: Doctor of Nursing Practice (DNP): • Endorsement in Bilingual/Bicultural • Doctor of Nursing Practice (DNP) • Endorsement in Early Childhood • Endorsement in English as a Second ACADEMIC SUPPORT SERVICES Language • Endorsement in Student Assistance The Center for Student Success Coordinator The Center for Student Success (CSS) • Endorsement in Teacher of Students with provides academic and career counseling for all stu- Disabilities dents. Academic advising for transfer students is coordinated in the CSS. The center administers the Completion of these New Jersey Department of MEWS—Monmouth’s Early Warning System for sev- Education post-master’s endorsement programs eral student populations including freshmen and leads to the following: undeclared sophomores. Advising for undeclared • Post-Master’s Endorsement – Director of sophomores is designed to help with exploration of School Counseling Services different majors while taking courses that satisfy • Post-Master’s Endorsement – Learning degree requirements. Students are required to Disabilities Teacher-Consultant declare a major no later than the end of sophomore • Post-Master’s Endorsement – School year. Additionally, throughout the year, the CSS Business Administrator offers numerous workshops related to academic, • Post-Master’s Endorsement – Supervisor personal, and career topics. Many services and resources are available SCHOOL OF NURSING AND HEALTH STUDIES in the CSS to assist students with career exploration, DEAN: Janet Mahoney, PhD career planning, part-time employment, cooperative education, internships, service learning opportuni- Completion of the following program leads to the ties, experiential education, and job placement. Master of Science in Nursing (MSN): Students are provided assistance in exploring their • Nursing career values, interests, and skills. During their senior year, students have the Completion of these certificate programs leads to the opportunity to attend career fairs and meet with many following: prospective employers who visit the University at the • Graduate Certificate in Forensic Nursing invitation of Career Services. In preparation, stu- • Graduate Certificate in School Nursing dents are given professional assistance in writing • Graduate Certificate in School Nursing – effective résumés and in acquiring interviewing skills Non-Instructional to make the fullest possible use of these opportunities. In order to maintain close ties between the Completion of these post-master’s certificate pro- University and its students after graduation, grams leads to the following: Monmouth continues to offer these services to • Post-Master’s Certificate: Adult and alumni. Job opportunities are also sent to students Gerontological Nurse Practitioner frequently via University e-mail. • Post-Master’s Certificate: Family The Office of Service Learning and Psychiatric and Mental Health Nurse Community Programs Office provides students with Practitioner

Monmouth University 39 Programs, Services, and Regulations

information about Experiential Education and volun- Supplemental Instruction (SI) is a peer- teer opportunities in nonprofit agencies, schools, and facilitated academic assistance program designed to governmental organizations. Through service learn- help students succeed in traditionally difficult ing and volunteering, students can explore their per- courses. SI sessions are regularly-scheduled, infor- sonal, career, and intellectual potential while increas- mal review sessions that involve collaborative learning their knowledge of community needs. ing activities through which students can clarify The CSS provides administrative support for course concepts and practice the types of study the Experiential Education requirement. Please strategies that will help them truly master the infor- refer to the Experiential Education Requirements mation and skills required by the target course. For section of this catalog for a complete description of more information about SI, please call 732-571-5345 the requirement and the related Web site. Students or visit the SI Web site at www.monmouth.edu/si. can satisfy Experiential Education in various ways The Math Learning Center, located in including Cooperative Education. Through Co-op, Howard Hall, provides students with assistance in all students are given the opportunity to integrate their levels of mathematics. Peer tutors are available to academic study with relevant paid work experience. help students solve problems and to review concepts. In addition, students may use the Center to do Academic Skills Services homework assignments or to study for tests while Academic Skills Services, including Tutoring having a student tutor available. and Writing Services and the Math Learning Center, provide personalized academic assistance. Students Disability Services may be referred by professors, may be required to Accommodations and support services are attend as a result of placement testing, or may come available to students with visual or hearing impair- voluntarily. ments, physical disabilities, learning disabilities, and psychological/psychiatric or health/medical diag- Tutoring and Writing Services noses. Students with documented disabilities may Located in the Center for Student Success, request reasonable accommodations and auxiliary Tutoring and Writing Services provides free, per- aids that will enable them to participate in programs sonalized academic assistance to all students of the and activities at Monmouth University. The University. Students may be referred by faculty mem- Department of Disability Services for Students (DDS) bers and advisors or may come voluntarily. works with students who choose to register and sub- Content-specific tutoring by peer tutors is mit documentation in order to seek accommodations. available in most academic disciplines. Faculty mas- A variety of accommodations are available to ter tutors offer both one-on-one tutoring sessions and Monmouth University students with disabilities. academic skills workshops on strategies for college These include, but are not limited to, extended time success, such as organization and time manage- to complete exams, testing in a distraction reduced ment, note-taking and listening skills, college text- or private setting, use of a calculator or computer book reading strategies, and test-taking preparation. with Microsoft Word for testing, and access to digital For more information, please contact Tutoring media materials and assistive technology programs. Services at 732-263-5721 or visit the Tutoring In order to be eligible for reasonable aca- Services Web site at www.monmouth.edu/tutoring. demic accommodations, adequate and updated doc- Peer, professional, and faculty writing assis- umentation of a student’s disability must be submit- tants are available to help students with all stages of ted to the DDS. Documentation must include a spe- the writing process, from the initial drafting of the cific diagnosis of a disability and support the particu- assignment through the final stages of editing and lar academic accommodations being requested. proofreading. Writing Services also offers workshops Students should contact the department for particular for students seeking assistance with grammar and documentation requirements. punctuation skills and documentation styles. For more information, please contact Writing Services Monmouth University Library at 732-571-7542 or visit the Writing Services Web The mission of the Monmouth University site at www.monmouth.edu/writing. Library is to serve the faculty and students of the

40 Monmouth University Programs, Services, and Regulations

University by providing, as far as practicable, all addition, they have access to over 1.5 billion records library materials needed to support the curriculum of over 10,000 libraries in 150 countries available via and research needs of all students, faculty, and other the mobile link to OCLC World Cat. Materials not users. The Monmouth University Library is the center found in the Monmouth University Library online cat- of learning and research at Monmouth University and alog can be borrowed through the Inter Library Loan has a core collection reflecting cultural achievement Department. throughout the ages, which provides a well-rounded Also provided on the mobile Web site are links perspective of contemporary civilization. In addition to other academic library catalogs. By selecting these to the 347,000 print and electronic volumes, the col- links, users may directly search other libraries for mate- lection includes subscriptions to approximately rials. The University Library has a very good collection 46,915 periodicals, both print and electronic, with of rare books including the New Jersey Collection, extensive back files on microfilm and in bound vol- Archives, and the Media Collection. The instruction lab umes. The Library subscribes to 175 electronic data- is located in the library for an Active Information bases and has over 750 traditional media. It is also a Literacy Program taught by professional librarians. The selective depository for United States and New library also has over 100 online LibGuides to assist stu- Jersey government documents. In addition, the per- dents with their research needs. sonal book collection of Lewis Mumford The Monmouth University Library’s dedica- (1895–1990), a prominent American architectural tion to service and continued awareness and imple- critic and urban planner, is available by appointment mentation of emerging technologies allow it to con- for scholarly research. tinue as the central site on campus where students Over one hundred laptops and publicly net- acquire a vast amount of information in both print and worked computers in the Monmouth University electronic form. Please visit the Library on Facebook Library provide full Internet access. The Library was at http://www.facebook.com/MonmouthUniversity the first department on campus to have its own Web Library. page, which is also the University’s gateway to: • the Monmouth University online catalog; Instructional Technology Support • Web-based databases of scholarly jour- Monmouth University fully supports the use nal articles and book titles; of technology in teaching/learning through the com- • full-text databases from newspapers and prehensive services of Information Management. general periodicals; Faculty are encouraged to integrate a variety of tech- • e-mail delivery of interlibrary loan articles; nologies into their courses and are provided neces- • government and legislation information; sary training and support to do so. Beyond making • business information and full-text images use of our learning management system for content of articles on the Web. presentation and online participation, many employ a The renovation of the University Library was variety of Web 2.0 tools to increase student collabo- completed in 2006 with an addition of 19,575 square ration, participation, and engagement. In addition, feet of new space. Three group study rooms were the Monmouth University Library catalog and digital added to the library with connection facilities to the databases are available online, as are many instruc- Internet, plus the number of computers was tional materials used in individual courses. increased in the building for the benefit of all library The University has a fully networked and patrons. The world of higher learning, including mil- wireless-enabled campus with over 900 computers lions of resources from all over the globe, is now available to students in various lab configurations available online to all users from the library, including Windows, Macintosh, and Unix/Linux. A University offices, student dorms, and homes, comprehensive complement of software is available twenty-four hours a day, seven days a week. The throughout campus in these labs, and course-spe- library has over 30,000 e-books in the collection and cific software is made available in departmental com- subscribes to 159 online databases. Mobile technol- puting labs. ogy was introduced during the Spring 2011 semester. All students are provided with an official e- All patrons can access library materials and get mail account and storage for course-related files and library news through their smart mobile phones. In Web pages. The Student Technology Assistant

Monmouth University 41 Programs, Services, and Regulations

Program (STAP) provides students with the opportu- AU: Audit. This grade is given to a student nity to learn about current technology, while earning who attends a class for the purpose of acquiring cash and boosting their résumé. Each semester, knowledge, without earned credits. The auditor is approximately forty (40) undergraduate and graduate expected to attend classes, do assigned reading, students from all majors join the program in one of and participate in class discussions, but is not several different positions. STAP members can be required to take examinations. found working in the University’s open computer T: Transfer. This grade is given to incoming labs, at the Student Help Desk, with multimedia students for courses accepted for transfer by equipment, creating Web sites, and troubleshooting Monmouth University. This grade is not computed in problems with computer hardware and software. the grade point average (GPA). For all information management service W: Withdrawal. This grade is given for with- needs, call the Help Desk at 732-571-4357, Monday drawal from a course or courses up to five weeks through Friday from 8:15 a.m. until 9 p.m. Technicians before the last day of classes in a regular semester are also on site until 11 p.m., Monday through Friday, or its equivalent in a shorter term. See the academic with abbreviated availability on weekends. For more calendar for the last date to withdraw in a given information on the services of Information semester or term. Management and many self-help documents and I: Incomplete. This grade is given in cases FAQ’s, please visit the Web pages at where permission has been granted by the instructor www.monmouth.edu/Campus_Technology.aspx. to postpone completion of specific required work, such as a laboratory project or report or a missed GRADES final examination. This grade is not intended for situ- The grading system is as follows: ations where, in the judgment of the instructor, the A, A- Excellent student must retake the course for an entire semes- B+, B, B- Good (undergraduate); ter in order to earn a passing grade. The Incomplete Average (graduate) grade, therefore, should not be used in cases where C+, C, C- Average (undergraduate); a grade of “W” or “F” would be appropriate. The stu- Poor (graduate) dent must complete the work within the time granted D+, D, D- Poor (available for under- by the professor and no later than the end of the next graduate courses only) regular semester. If the unfinished work is not com- F: Failing. This grade is given for failure in a pleted within the specified time, an “F” grade will be course; for unofficial withdrawal from a course after recorded, unless the instructor indicates otherwise at the deadline (see “W” grade); or, in some instances, the time the Incomplete was originally approved. Not when an Incomplete grade is not changed by the end available for thesis courses. For theses courses that of the next regular semester (see “I” grade). are graded on a Pass/Fail (P/F) scale, when the P: Pass. This grade is given for satisfactory grade of “I” is assigned, the grade will be converted completion of a course that is graded on a Pass/Fail to ‘S’. Similarly, non-thesis courses graded on the basis. This grade is not used in computing a stu- P/F scale, when the grade of ‘S’ is submitted, the dent’s cumulative grade point average (GPA). grade will be converted to ‘I’. R: Re-Registration Required. This under- NR: No Report. This temporary grade is graduate grade is given when a student has made given by the Registrar when no grade has been significant, but not sufficient, progress in a develop- received from the instructor at the time that official mental course. (See section entitled Developmental grades are issued. Courses.) This grade is not used in computing a stu- X: Credit by Exam; Portfolio Credit dent’s cumulative grade point average (GPA). Q: Waived. This graduate grade is determined S: Satisfactory progress. This grade is by the appropriate department to indicate that certain given at the end of the first semester when satisfac- course requirements are waived. This grade is not tory progress has been made in a course, which is computed in the student’s grade point average GPA. part of a sequence of courses that take more than one semester to complete. Graduate Grade Point Averages Grade points are awarded for each credit on

42 Monmouth University Programs, Services, and Regulations

the basis of grades as follows: A = 4.0; A- = 3.7; B+ to the dean of the school housing the course. The = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; decision of the academic dean is final. P = 0.00; F = 0.00. Thus, if a student completes a three-credit course with a grade of A, 12 grade points Change of Grade Requests are awarded. To calculate the grade point average In those rare cases where a faculty member (GPA) for a given semester, a student should divide determines that a change of grade is warranted, the the number of grade points awarded by the number request must be submitted and approved by the of credits attempted (excluding withdrawals). The department chair and school dean. All changes must official GPA is rounded to two decimal places. include specific reasons that support the proposed To calculate the cumulative graduate GPA, change. Changes beyond one year require the addi- the total number of grade points awarded is divided tional approval of the Academic Standards and by the total number of graduate credits attempted in Review Committee. Students are not permitted to all sessions at Monmouth University. Calculation of a complete or submit additional work after a major GPA includes all courses taken within the term/semester concludes in an effort to improve a major and courses cross-listed within a major. All grade, unless the original grade was an Incomplete. graduate courses are included with the GPA calcula- Changes to grades after a student has graduated will tion, regardless of repeats. not be considered.

Graduate: Repeating a Course: Impact on ACADEMIC DEFINITIONS the GPA Graduate Student Classification When a course is repeated, both grades are • Matriculated/Non-Matriculated used in calculating the cumulative GPA. A course in All graduate students are classified as either which a grade of “B” or higher has been earned can- matriculated or non-matriculated. not be repeated. I. Matriculated graduate students are: a. Degree-seeking; Grade Reports b. Regular admits; A grade report is e-mailed to each student c. Conditional admits in a degree pro- approximately ten days after the end of each semes- gram or certificate program of at least ter. Final grades are recorded on the student’s official 18 credits. academic record. The Office of Registration and II. Non-matriculated graduate students are: Records does not respond to individual requests for a. Non-degree-seeking students; grades until after the grade reports have been gen- b. Certificate students not falling in erated. All students are provided with a WEBstudent Category I. account that enables them to view their grade reports online. Undergraduate midterm grades are only pro- Non-matriculated graduate students must vided online. meet basic graduate admission requirements, possess a baccalaureate degree with a minimum under- Student Complaints about Grades graduate GPA of 2.50, and may take up to two A student who wishes to file a complaint courses in a program. about a course grade should attempt first to resolve Attendance as a non-matriculated student the matter through a discussion with the faculty does not guarantee future admission as a matricu- member who taught the course in question. If the fac- lated student. Non-matriculated students are prohib- ulty member is unable to resolve the matter, the stu- ited from enrolling in graduate business courses dent may contact the department chair in writing, and/or graduate education courses pertaining to the stating the basis of the complaint. Such complaints Master of Arts in Teaching. should be sent to the appropriate department chair within six weeks following the receipt of final grades. • Full-Time/Part-Time A student who is not satisfied with the decision of the Full-time graduate students, excluding MSW department chair may appeal the decision in writing students, carry at least nine credits in a regular

Monmouth University 43 Programs, Services, and Regulations

semester. Full-time MSW students carry fifteen cred- whose credits put the total credit load in excess of 18 its per semester, which includes a field internship credits, the credits beyond 18 will be billed at the experience. Regular full-time MSW students can audit rate. complete the MSW degree requirements in two cal- The transcripts of auditors who, in the judg- endar years. Students admitted to the Advanced ment of faculty members, do not attend class or par- Standing MSW program as full-time students can ticipate sufficiently, will not reflect the audited courses. complete the MSW degree in one calendar year. Part-time graduate students, excluding MSW CURRICULUM OF RECORD students, carry fewer than nine credits per semester. A student’s curriculum of record is the set of Part-time MSW students carry fewer than 15 credits degree requirements associated with the student’s per semester. Regular part-time MSW students can particular major that is in effect at the time that major complete the MSW degree in four calendar years. is declared. If major requirements are changed, stu- Students admitted to the Advanced Standing MSW dents may elect to update to the newer version of the program as part-time students can complete the major requirements by sending written notification to MSW degree in two calendar years. both the major department and the Office of Registration and Records. • Maximum Course Load The official curriculum of record is main- Full-time graduate students normally carry tained in the Office of Registration and Records. nine credits per semester. Graduate students wish- Students are provided with a WEBstudent account ing to enroll in more than fifteen credits for a regular which details all curriculum requirements under the term must first obtain permission from the depart- “academic audit” section. ment chair or program director and the school dean. The maximum course load for the summer is limited ACADEMIC REGULATIONS to a total of nine credits. Graduate Academic Amnesty Academic amnesty provides former gradu- Auditor Classification ate students of Monmouth University an opportunity An auditor is a student who attends a class to improve their program grade point average. A for- for the purpose of attaining knowledge but not to earn mer graduate student of Monmouth University must credits. The auditor is expected to attend classes, do be away from the University for at least two (2) cal- assigned readings, and participate in class discus- endar years to be eligible to apply for academic sions but is not required to take examinations. amnesty. The student may apply for academic Students who wish to audit a class must amnesty with a stated plan approved by the graduate complete a “Permission to Audit a Class” e-FORM, program director. If academic amnesty is granted, which is available from the student’s WEBstudent the student will be readmitted under the current cat- account. This application must be received prior to alog of record, and amnesty will be recorded upon the third class meeting. Auditor registration is sub- his/her re-enrollment. In addition, credit will be given ject to course section availability. No more than two for all Monmouth University courses with grades of (2) courses may be audited per semester. Students “B” or better and as many courses with grades of “B- may not change the status of their registration in a ” as possible while maintaining a program grade course to “audit” or to “for credit” during the term. point average of 3.00 or better. Courses that are Auditors may be removed from classes after regis- older than seven (7) years may not be used to satisfy tering if seats are needed for matriculating students. curriculum requirements unless specifically approved Part-time students who audit classes will be by the appropriate academic program director. charged at the audit rate regardless of their status Students who receive veterans’ educational (matriculated or non-matriculated); the audit rate is benefits who are approved for academic amnesty one-third of the regular per-credit tuition rate. should be aware that they will not be entitled to VA Full-time undergraduates whose total benefits when repeating courses that satisfy require- semester credits (including those in audited classes) ments that were satisfied prior to academic amnesty. are in the 12–18 range will be billed at the full-time Academic amnesty may be granted to a tuition rate. If a full-time undergraduate audits a class graduate student only once. Under no circumstances

44 Monmouth University Programs, Services, and Regulations

will grades earned by a student at Monmouth review by the Academic Standards and Review University be expunged from the student’s perma- Committee. Students who accumulate as many as nent record or excluded from any transcript sent from nine credits of “C+,” “C,” or “C-” grades or two “F”s will Monmouth University. be subject to dismissal by the Academic Standards Courses that receive no credit under the and Review Committee. Under no circumstances will grant of amnesty will not be applied later for fulfill- more than six credits of “C+,” “C,” and “C-” grades ment of any degree or certificate requirement. The accumulate toward degree credit. Students will not University shall not use a grade point average receive their degrees until the policies on the number adjusted by amnesty to determine the eligibility of a of “C” grades and GPA are met. Students who have student for any honors that may be awarded. maintained an average of 3.0 or better and who have The Graduate Academic Standards and met the grade requirements as stated above are con- Review Committee of the Graduate School shall eval- sidered to be in good academic standing. uate each application for academic amnesty based on recommendation by the director of the graduate Graduate Academic Dismissal program. The Committee will inform the Registrar of A student shall become subject to academic its decision and of courses affected by the granting of dismissal for any of the following conditions: amnesty. Students may submit an application for 1. For failing to earn in three continuous Academic Amnesty via e-FORMS, which are accessi- semesters a cumulative grade point average ble from the student’s WEBstudent account. of at least 3.00; 2. For accumulating nine credits of “C+,” “C,” Academic Honesty “C-”; Monmouth University encourages its stu- 3. For accumulating six credits of “F” or three dents to grow intellectually as well as to become credits of “F” and three credits of “B-,” “C+,” responsible citizens in our complex society. In order “C,” “C-”; to develop their skills and talents, students are asked 4. For excessive course withdrawals. (A stu- to do research, perform experiments, write research dent is considered to have withdrawn exces- papers, work individually, and cooperate in group sively if credits for those courses in which activities. Academic dishonesty subverts the “W” grades have been received total more University’s mission and undermines the student’s than 25% of the total number of credits intellectual growth. Therefore, Monmouth University attempted at Monmouth University. This pol- will not tolerate violations of the code of academic icy affects all students after they have honesty. The penalties for such violations include attempted at least 12 credits at Monmouth suspension or dismissal. University.) The University has an obligation as an educational institution to be certain that each student’s Students who have been academically dis- work is his/her own. Dishonesty in such academic missed have the right to appeal that decision in writ- practices as assignments, examinations, or other ing to the Academic Standards and Review academic work cannot be condoned. A student who Committee. submits work that is not original violates the purpose of Monmouth University and may forfeit his/her right Graduate Warning/Probation/Dismissal Criteria and opportunity to continue at the University. Students with GPA below 3.00 1st semester below 3.00 GPA ...... Warning Graduate Academic Standing 2nd semester below 3.00 GPA ...... Probation Graduate students are required to maintain 3rd semester below 3.00 GPA...... Dismissal an average of 3.0 or better in all courses in the degree or certificate program in which they are Students with three or more credits of “B-,” “C+,” enrolled at Monmouth University. “C,” or “C-” Students who fail to maintain a 3.0 or better 1st grade of “B-,” “C+,” “C,” or “C-” with a GPA average or who accumulate as many as three credits below 3.00 ...... Warning of “B-,” “C+,” “C,” “C-,” or “F” grades will be subject to

Monmouth University 45 Programs, Services, and Regulations

2nd grade of “B-,” “C+,” “C,” or “C-” with a GPA of courses for which they register. On occasion, how- 3.00 & above ...... Warning ever, withdrawals are warranted. (See section enti- 2nd grade of “B-,” “C+,” “C,” or “C-” with a GPA tled “GRADING” for a description of the “W” grade below 3.00 ...... Probation and associated procedures.) Students who do not 3rd grade of “B-,” “C+,” “C,” or “C-” with a GPA of intend to complete any course for which they are offi- 3.00 & above ...... Probation cially registered should execute an official withdrawal 3rd grade of “B-,” “C+,” “C,” or “C-” with a GPA prior to the “W” deadline. below 3.00 ...... Dismissal The official date of a withdrawal form is the 4th grade of “B-,” “C+,” “C,” or “C-” with date it is received in the Office of Registration and any GPA...... Dismissal Records. The student is responsible for completing the e-FORMS request prior to the deadline date. Students with three credits of “F” Students withdrawing from some 1st grade of “F” ...... Probation courses while remaining registered for one or 2nd grade below “B” ...... Dismissal more courses are required to complete a “Withdraw from Course Form,” available from e-FORMS. The Attendance official date of a withdrawal form is the date the com- Monmouth University believes that atten- pleted form is received in the Office of Registration dance is essential to success in academic courses. and Records and must be received prior to the Therefore, class attendance is required. The Withdraw (“W”) deadline date as published in the University believes that learning is an interactive Academic Calendar. process dependent in part on the student and is not Students who are withdrawing from all just a matter of the passive absorption of information. their courses are encouraged to make notification of The University also believes that to benefit fully from withdrawal in writing; however, verbal or e-mail noti- their respective courses, students need to participate fication is acceptable under the guidelines set forth in in, and contribute constructively to, the classroom “Refund Policy for Complete Withdrawals—Fall and experience, and, secondly, that the success of any Spring Semester.” course depends as much on what students contribute Except under unusual circumstances, such to the class as on what the instructor presents. as prolonged illness, a student will not be permitted Grades in courses are normally based on to withdraw from course work any later than five academic performance (participation, contribution, weeks prior to the last day of classes of the semes- and examination). However, individual faculty mem- ter or its equivalent in a shorter term. In these excep- bers may adopt reasonable regulations that addition- tional cases, students will be withdrawn from all ally relate grades to class attendance. All professors course work in the term. must state their specific attendance policies in a writ- Students who do not complete courses and ten statement containing the pertinent course who have not executed an official withdrawal prior to requirements and give it to the students during the the deadline indicated will receive “F” grades for such first week of the semester. A student who, for any courses. reason, may not be present at a particular class or Students wishing to withdraw from classes laboratory is, nevertheless, responsible for adhering after the specified withdrawal deadline must provide to the attendance requirements of the course. documentation of serious extenuating circum- Students are not permitted to attend classes stances; the documentation will be reviewed by the for which they have not officially registered (as deter- appropriate faculty members teaching the courses, mined by the Office of Registration and Records). If the department chairs, the deans of the schools in students attend without prior registration, they are which the course(s) are housed, and the Registrar. subject to disciplinary actions, inclusive of suspension and/or dismissal, and will not be permitted to Final Examinations “retroactively” enroll. Final examinations shall be held during a time scheduled by the University. Class time shall not Course Withdrawals be devoted to final examinations. Students are expected to complete the

46 Monmouth University Programs, Services, and Regulations

A student who has three or more final exam- applications containing the appropriate signatures inations scheduled on one day may request that one must be submitted to the Office of Registration and or more of the examinations be rescheduled to no Records. Generally, students are expected to com- more than two final examinations on the same day. It plete no more than 6 credits of independent study. is normally the middle one of the three that is Any exceptions must be approved by the dean of the rescheduled. Rescheduled examinations are to be school in which the student’s major is housed. given at a time agreed upon by both the student and Failure to process the Independent Study the faculty member on or before the last day of the Application within the required timeframe may examination period. impact financial aid status and may jeopardize It is the right of a student to review any participation in Commencement. graded examination in the presence of the instructor. Final examination grades may represent no more Student (Biographical) Data than one-third of the term grade. Any currently enrolled student whose biographical data (e.g., name, address, or Social Security Graduation number) has changed must inform the Office of To qualify for graduation, all graduate stu- Registration and Records in writing. Requests for dents must complete all program requirements with a name or Social Security number changes must be minimum GPA of 3.00. accompanied by legal documentation. Biographical Diplomas are mailed to students approxi- information is not changed for previously enrolled mately three weeks after the actual date of graduation. students; alumni should contact the Office of Alumni In those rare instances when a student has Affairs to report biographical changes. not met all degree requirements, but for whom a change to the academic record is received by the Graduates: Taking Courses at Another Office of Registration and Records within one week Institution following the graduation, the student will be consid- Matriculated students who are accepted for ered for the earlier graduation. The effective date of graduate work at Monmouth University are expected the change must be on or before the actual date of to complete all remaining course work at Monmouth the graduation. Changes received later than one University. They may not take courses elsewhere for week beyond graduation will not be considered for transfer credit without specific prior approval by the prior graduation but will be part of the next gradua- graduate program director, the dean of the graduate tion cycle. school, and the Registrar. If permission is granted, in Only students who have completed all grad- order to accept the credits as transfer, the grade uation requirements, including, but not limited to, must be no less than a “B.” course work, credit requirements, GPA minimums, residency requirements, and the like, will be allowed Graduate Courses for Undergraduates to participate in Commencement. An undergraduate student at Monmouth University who has completed 92 credits and has an Independent Study undergraduate major GPA of 3.25 and an overall Independent Study courses permit a student GPA of 2.75 may apply for permission to the gradu- to pursue a research project or guided readings in a ate program director to take up to nine (9) graduate subject area not substantially covered in the curricu- credits while completing the work for an undergradu- lum. Normally, no more than one Independent Study ate degree. Permission to take such credits is at the course may be scheduled during a single academic discretion of the respective program director. These term. A student must complete the “Independent credits may count toward an undergraduate or grad- Study Application” form (available online at uate degree, but not toward both degrees, unless the http://www.monmouth.edu/registrar/forms.asp) student has been formally admitted into a five-year and obtain approval from the supervising pro- undergraduate/graduate plan and the sequence fessor, the department chair, and the school dean chart allows it (see Five-Year Plans for more infor- prior to registering for the course. Independent Study mation). Undergraduates selecting to use the course

Monmouth University 47 Programs, Services, and Regulations

towards a graduate degree must have their graduate Graduate: Continuation of Matriculation application on file in Admissions. In this case, the A “continuation of matriculation” is required course will appear on the graduate transcript, proof graduate students who do not complete their vided that a minimum grade of “B” is earned in the practicum, portfolio, project, or thesis in the regis- course. A grade of “T” will appear on the transcript tered term and will/have receive(d) an “S” grade. The after the student matriculates into a graduate pro- continuation of matriculation is intended to keep the gram. Students in a five-year undergraduate/gradu- student pursuing his or her practicum, portfolio, proj- ate plan who maintain an undergraduate major GPA ect, or thesis in compliance with University policy. of 3.00 and an overall GPA of 2.75, and are within 36 Students in this category must complete and submit credits of graduation, can take the prescribed num- an “Application for Thesis Continuation” e-FORM ber of graduate credits, not to exceed 18. Except which is available on WEBstudent each semester where expressly outlined in the specific five-year until the practicum, portfolio, project, or thesis is com- plan sequence chart, credits will not be shared plete and the final grade is submitted to the Office of between an undergraduate or graduate program. Registration and Records. The student will then be Further details are available in the Office of registered for “REG-500”, a one-credit course that Registration and Records. permits the student use of University facilities to complete this work. Submission of the Same Paper or Computer Program for Two Courses Substitution of Requirements The submission of the same (or essentially Students seeking course substitutions or any the same) paper or computer program for two sepa- deviations from the stated degree requirements of an rate courses without the expressed permission of all academic program should first consult with their aca- faculty members involved is against University policy. demic advisors. If the advisor recommends a substitution, the “Substitution of Undergraduate or Graduate: Time Limitation for Completion of Graduate Program Requirement” e-FORM should be Requirements submitted to their respective department for review. The requirements of a particular master’s The department will forward their decision to the program must be satisfied within a period not Office of Registration and Records for processing. exceeding five calendar years and not including a Students will receive an e-mail to their student period of service in the Armed Forces. The graduate accounts after the substitution request has been catalog in effect at the time of admission, readmis- completed. If the department chair does not approve sion, or change of major (whichever is later) shall the substitution, the student may appeal that decision normally be the student’s official catalog of record. to the school dean. If the school dean does not However, faculty and curriculum changes may approve the substitution, the student may appeal that require related changes in a student’s program. If decision to the Provost. The Provost has final author- after following a curriculum of record for five calendar ity concerning the substitution. years a student has not completed the requirements Students should avoid processing substitu- of the curriculum, the student must update the cur- tion forms close to the time of graduation; instead, riculum of record (including all requirements) to the substitutions should be effected as warranted in aca- most recent one that exists. Requests for exceptions demic planning sessions with academic advisors. to a curriculum update should be made to the Deadlines to submit substitutions for graduating stu- respective program director. The director’s recom- dents are provided on the “Registration Information” mendation is then forwarded to the academic school page of the Monmouth University Web site. dean and graduate school dean for final approval. The acceptance of graduate courses taken at Graduate: Use of Other Credits towards Monmouth or elsewhere beyond five years is at the Certificates (Previous Course Work) discretion of the program director and is made on a Students pursuing a certificate are allowed case-by-case basis. to apply no more than 30% of other credits (i.e.,

48 Monmouth University Programs, Services, and Regulations

transfer credits or waived classes or credit by exam) ACADEMIC PROCEDURES towards the certificate program. Application for Graduation An “Application for Graduation” e-FORM Graduate: Use of Course Work towards Degree should be filed with the Office of Registration and Programs Records no later than the deadline date, as outlined Students in the MBA Program must com- on the “Registration Information” page of the plete a minimum of 30 credits or 10 courses in the Monmouth University Web site. It is the student’s required and elective core of courses at Monmouth responsibility to see that all requirements for gradua- University. Courses requested for transfer will be tion are met. After applying for graduation, the stu- accepted at the discretion of officially designated dent will receive an official degree audit from the evaluators for the program in the Leon Hess Office of Registration and Records. Official audits are Business School. Transferred courses must be from updated during the last semester. Students can institutions accredited to offer graduate courses and review their academic audits at any time by using must carry a minimum grade of “B.” their WEBstudent account. Students in the 60-credit MSW Program will be able to transfer a maximum of 12 credits of grad- Participation in Commencement uate work from another Council on Social Work Only students who have completed all Education (CSWE)- accredited MSW graduate degree requirements are permitted to participate in school, provided that (a) the courses requested for Commencement exercises. All application deadlines transfer were completed with grades of “B” or better, for graduation, substitutions of program require- (b) the courses are offered only for graduate credit at ments, grade changes, waivers, transfer credits, and the previous institution, (c) the courses are judged the like are outlined on the “Registration Information” appropriate by the MSW Program Director, (d) the page of the Monmouth University Web site. Failure to courses were completed within the six years prior to meet any of the deadlines may impact inclusion in admission into the MSW Program at Monmouth Commencement-related activities. University, (e) the courses are foundational courses and do not include field placement or any of the Graduate: Change of Degree or Certificate Social Work practice sequence courses, and (f) the Program credits were earned at a CSWE-accredited graduate Students who wish to change their major program. should seek the advice of the program director of the Students in other master’s degree programs proposed new graduate program and make them- may, with the permission of the student’s program selves familiar with requirements of the new major. director and the school dean, transfer a maximum of Once the student decides which program they would nine credits of graduate work from another accred- like to change to, he or she should apply for admis- ited graduate school, provided (a) the courses sion to the new graduate program, being sure to requested for transfer were completed with grades of include all of the appropriate or required documents “B” or better and were not applied toward another with their application. Students must follow the cur- degree, (b) the courses are offered only for graduate riculum of the new major that is in effect at the time credit at the previous institution, and (c) the courses of the change of major. are judged appropriate by the program director for the degree program in which the student is matricu- Changing From Non-Matriculated to Regular lated at Monmouth University. The grades of trans- (Matriculated) Status ferred courses are not used in the computation of the A graduate student accepted to Monmouth grade point average. University as a non-matriculated (non-degree-seek- Final transcripts from previous institutions ing) student may request to matriculate (seek a attended should be received by Monmouth degree) by applying for admission as a matriculated University prior to beginning enrollment. Students student in a particular graduate program. See who do not provide official transcripts will not be per- Graduate Admission for details. mitted to continue at Monmouth.

Monmouth University 49 Programs, Services, and Regulations

Course Changes (Add/Drop) Continuing students who have met with their Students can add or drop classes at any time academic advisor and received permission to do so during the open registration period or until the con- may self-register using WEBstudent. Specific infor- clusion of the Add/Drop period (as outlined in the mation for dates and times to register online will be Academic Calendar) using WEBregistration or with distributed prior to registration dates and will be avail- the assistance of their academic advisor/department. able online in the “Registration Information.” Online Students who want to petition to add a registration is not available to students who are on closed class, or who want to add a class after the academic probation or whose current admission sta- Add/Drop Period has concluded, must complete a tus is conditional. “Registration: Add Course Form,” available from their Continuing students are strongly urged to WEBstudent menu under “Registrar Forms.” This complete “early registration” for upcoming semesters form must be printed and approved by the instructor, and terms. Early registration for the fall, spring, and department, and/ or dean. Students attempting to summer semesters usually begins in April and con- add a class after the Add/Drop Period has ended cludes in August. Late registration is conducted dur- must also obtain a “Retroactive Registration Form” ing the first week of the fall and spring semesters; from the Bursar. All forms must be brought to the students are required to pay the “late registration” fee Office of Registration and Records for processing when registering during the late registration period. before the term concludes. It is the responsibility of Registration after the conclusion of the late registra- the student to see that all forms reach the appropri- tion period requires the written approval of the appro- ate office. priate faculty and department chairs. Students are Students simultaneously adding and drop- not permitted to attend classes for which they are not ping a course (e.g., same course, different section) officially registered (as determined by the Office of should use e-FORMS and select “Swap Course Registration and Records). If students attend without Registration.” Approvals for this action will be done prior registration, they are subject to disciplinary electronically, and since there is no credit change, action, including suspension and dismissal, and will Bursar approval is not required. not be permitted to “retroactively” enroll. New students are invited to register during Leave of Absence – Matriculated (degree- special programs during the summer and in January seeking) Students as part of their orientation to the University. Late reg- Students may apply for a leave of absence istration is available to new students, although it is (LOA) if they intend to be away from the University less desirable than the mode described above. for a full semester. A leave of absence enables stu- Registration privileges are not extended to dents to maintain the same curriculum of record. students who have significant unresolved financial or Interested students complete the LOA request form other obligations to the University. “Holds” are placed available on e-FORMS. All applications for leaves of on the records of such students. Upon resolution of absence must be processed by the conclusion of the the obligation, registration privileges are restored. course change (add/drop) period. All degree require- Course prerequisites are updated periodically. ments must be completed as specified in the “Time Students should confer with their advisors concern- Limitation” section. Students on a LOA may not ing the most recent prerequisites on record for attend another institution and transfer credits into courses they wish to take. Students should also con- Monmouth University. fer with their advisors when they want to register for more than 18 credits per semester. Students must Registration fulfill the most current prerequisite requirements prior All current Monmouth University students to taking courses at Monmouth University. and deposited “Applicants” are provided with access to the University’s WEBstudent. Each student is pro- Transcript Requests vided with a unique User ID and password, which Current student requests for transcripts must allows him or her access to personal information via be made by submitting a “Request for Transcript” e- the WEB. FORM to the Office of Registration and Records. Former students and alumni may print and submit a

50 Monmouth University Programs, Services, and Regulations

“Request for Transcript” form available from the Office Campus recreational and dining facilities are of Registration and Records “Forms” page. All tran- available to summer students. Residence halls will script requests should be made at least two weeks be open to resident students during the summer. prior to the time they are to be sent; hard-copy requests Inquiries regarding summer sessions and applica- must bear the signature of the student whose record is tions for admission should be addressed to the being requested. Issuance of transcripts must be first Director of Admission. cleared by the Bursar’s Office or any other University office to ensure that there are no outstanding obliga- UNIVERSITY EMERGENCY CLOSING tions. The University may withhold transcripts, or infor- Monmouth University has established a mation related thereto, if an outstanding balance exists, Weather Emergency Information Line: (732) 263- or if repayment of a loan granted either by or through 5900. During emergencies, including weather-related the University is in arrears. situations when the University may need to close or During a period of approximately two weeks delay the start of the workday, this line will have a when grades are being recorded and processed at prerecorded message with necessary information for the conclusion of a semester, transcripts cannot be students and staff. If the University must close or issued for currently enrolled students. cancel classes, a broadcast message will also be Monmouth University releases only the sent to all employees and resident students via the Monmouth University transcript; it does not release campus voice-mail system. You may also find out the transcripts from institutions previously attended about weather-related cancellations and closings by by the student. e-mail messages, the Monmouth University Web page (http://www.monmouth.edu), or from one of the SCHEDULING INFORMATION local radio stations or TV channels listed below: Fall and Spring Semesters Monmouth University schedules on-campus FM classes year-round. During the fall and spring 88.9 WMCX Monmouth University semesters, in addition to the traditional schedule of 92.7 WOBM Ocean County daytime classes, Monmouth also offers non-tradi- 94.3 WJLK Monmouth County tional students other scheduling options. Courses 98.5 WJLK Ocean County are available in the evening and on weekends. 101.5 WKXW Trenton 107.1 The Breeze Summer Sessions Summer sessions provide a comprehensive AM program of day and evening courses and special 1010 WINS New York workshops for Monmouth students and students in 1310 WJLK Monmouth and Ocean Counties good standing at other colleges and universities. 1450 WCTC New Brunswick Summer session programming also provides a taste of college life and a head start for high school stu- TV dents who have completed either the junior or senior News 12 New Jersey year. Because of Monmouth’s location near the Channel 4 WNBC news shore, summer sessions are well attended by visiting students as well as Monmouth’s own students. UNIVERSITY E-MAIL The University offers five regular summer Monmouth University provides all students sessions. Graduate students are limited to a maxi- with a Monmouth University e-mail account. Some mum course load of nine credits for summer. student notices are sent exclusively to the Monmouth Students enrolled at other institutions should University e-mail account, such as: receive approval from that institution for courses for • Grade reports which credit is desired. Students must meet all • Semester schedules course prerequisites. Admission into the summer • Registration information program does not constitute acceptance into the • Academic announcements University’s regular programs. • Graduation deadlines

Monmouth University 51 Programs, Services, and Regulations

• Change-of-class notifications • WEBregistration • Academic standings • e-FORMS Additionally, administrative offices have established e-mail accounts for student use; how- WEBstudent is available for general use to ever, the student e-mail must be generated from the view the Schedule of Course Offerings. “Search Monmouth University account. Students are encour- for Courses” is not restricted by User ID and pass- aged to communicate with University offices using word and is accessible to all users. Monmouth their Monmouth University e-mail account: University provides a menu selection accessible • [email protected] from WEBstudent that allows currently enrolled stu- • [email protected] dents to electronically submit academic requests to • [email protected] the department and to the Office of Registration and • [email protected] Records. • [email protected] Current students initiate requests with the • [email protected] Academic Affairs Division by utilizing the e-FORMS selection available from their WEBstudent menu. WEBstudent and e-FORMS Instructions about how to use WEBstudent and e- All currently registered Monmouth students FORMS are posted under “Instructions” on the have established WEBstudent accounts for use in WEBstudent main menu. schedule preparation, grade and transcript look-up, and academic audits. Students are encouraged to WITHDRAW FROM THE UNIVERSITY utilize WEBstudent for retrieval of their academic Students who intend to withdraw from information. Questions concerning the account can Monmouth University and plan not to return are be answered by the Help Desk (732-571-3539), or requested to notify the University by completing a documentation can be obtained from the “Total Withdraw from the University” e-FORM. WEBstudent site. Information obtainable online Provided the e-FORM is received by the “W” deadline includes: date (see academic calendar), students will be with- • Grades (midterm and final) drawn from the current term; otherwise the total with- • Grade Point Average (GPA) draw will not be effective until the next regular term. • Academic audit • Student schedule

52 Monmouth University The Wayne D. McMurray School of

Humanities and Social Sciences Course Descriptions Course DEAN: Stanton W. Green, PhD Within the School of Humanities and Social ASSOCIATE DEAN: Golam Mathbor, PhD Sciences are the Freed Chair in Social Science ASSISTANT DEAN: Michael Thomas, MFA endowed through a gift from the Gerald Freed Foundation and the Jules Plangere Jr. Chair in The Wayne D. McMurray School of American Social History endowed through a gift of Humanities and Social Sciences offers eight mas- Life Trustee Jules Plangere Jr. Professor William ter’s degree programs (Anthropology, Corporate Mitchell, an anthropologist, occupies the Freed and Public Communication, Criminal Justice, Chair; and Professor Brian Greenberg of the History English, History, Homeland Security (new for Fall, Department occupies the Plangere Chair. 2013), Mental Health Counseling, Psychological Counseling, and Public Policy), as well as twenty- ANTHROPOLOGY four undergraduate degree programs. Graduate Frederick L. McKitrick, Chair, Department of certificates are offered in criminal justice administra- History and Anthropology Humanities and Social Sciences tion, homeland security, and three specific areas of Richard Veit, Coordinator of Anthropology communication. All programs of study are directed toward preparing students for working and living in Aaron Ansell, Assistant Professor of Anthropology. a global environment. PhD, University of Chicago. Research interests Study in the humanities and social sciences include money and value, hunger and develop- and related professional fields provides valuable per- ment policy, patron-client exchange, and spectives and skills necessary for both the job market democratization in Northeast Brazil. Teaching and community life. Among our academic goals are areas include anthropological theory, Brazilian proficiency in all forms of communication, such as sci- history and culture, food culture, sociolinguis- entific literacy; an appreciation for the diversity of peo- tics, and global development. ple and ideas and the ability to collaborate with others; Edward Gonzalez-Tennent, Assistant Professor of stimulation of aesthetic sensitivity and creative Anthropology. Director of the Geographic expression; and the ability to think and react critically. Information Systems (GIS) Program. PhD, University of Florida. Research interests include

Monmouth University 53 Humanities and Social Sciences

historical archaeology, archaeological visualiza- management, historic preservation, and GIS. tion, diaspora, anthropological GIS, historical Students interested in social policy, teaching, public inequality, and active projects in the American relations, and local community engagement will South and Caribbean. Teaching interests include receive training in qualitative research and other con- GIS, archaeological theory, Caribbean archaeol- ceptual tools of cultural anthropology that prepare ogy, oral history, and popular culture. them for work in culturally unfamiliar and diverse sit- Stanton W. Green, Professor and Dean of the uations. Students planning to continue for a PhD will Wayne D. McMurray School of Humanities and receive a well-grounded education in theory and Social Sciences. PhD, University of methods taught by well-published faculty. Students in Massachusetts, Amherst. Professor Green is a the program complete 30 credit hours of course specialist in Baseball and American Culture, work. Of the thirty credits for the program, six may be Archaeology, and Ireland. His research and transferred from another institution. teaching interests include questions of diversity in the United States, Archeological Methods and Please refer to the following curriculum chart for pro- Theory, and the application of Geographic gram requirements. All curriculum charts are detailed Information Systems. and displayed in Appendix “B’” Jean Li, Lecturer. PhD, University of California, • MA IN ANTHROPOLOGY Berkeley. Specialization in the art and archaeology of Ancient Egypt. Teaching areas include ART AND DESIGN Western Civilization, the Ancient World, and Andrew L. Cohen, Chair, Department of Archaeology. Research interests include the use Art and Design of contemporary archaeological theory in the Mark Ludak, Compliance Officer/ study of ancient world, gender, identity and Technical Specialist memory studies. Other interests include Scott Knauer, Director of Galleries and Collections museum studies and public education and curriculum development. Tom Baker, Associate Professor. MFA, University of William P. Mitchell, Professor and Freed Professor Wisconsin-Madison. Professional experience in the Social Sciences. PhD, University of includes work at collaborative print shops: Pittsburgh. Conducts research on peasant soci- Tandem Press and Winstone Press. He is a ety, migration, and the Shining Path guerrilla war council member of the Society of American in Peru. Publications include: Peasants on the Graphic Artists in New York, and his prints have Edge, Picturing Faith, and Voices from the been shown and collected nationally and inter- Global Margin. Co-chair of the Anthropology nationally. Section of the New York Academy of Sciences. Karen T. Bright, Associate Professor. MFA, Richard Veit, Associate Professor of Anthropology. Cranbrook Academy of Art. Specialization PhD, University of Pennsylvania. Teaching areas includes graphic design and computer graphics. include archaeology, historic preservation, North Professional work includes all aspects of graphic American Indians, and New Jersey history. design including print and related collateral Research interests include historical archaeol- design. Also working as a digital artist whose ogy, industrial archaeology, and early American work has been shown in national and interna- Material Culture. Author of Digging New Jersey’s tional competitions and exhibitions. Past: Historical Archaeology in the Garden State. Andrew L. Cohen, Professor and Chair. PhD, University of Chicago, History of Art. Research MASTER OF ARTS IN ANTHROPOLOGY (MA) spans from Medieval India to Contemporary South The Master of Arts in Anthropology provides Asian art. Author of Temple Architecture and students with the necessary credentials to fulfill a Sculpture of the Nolambas (9th–10th centuries). variety of professional and academic goals. For stu- Pat Hill Cresson, Professor. MFA, Pratt Institute. dents interested in archeology, their training and Specialization includes computer graphics and degree will prepare them for full-time supervisory- graphic design. Her professional experience level employment in archaeology, cultural resource includes art direction and design from concept

54 Monmouth University Humanities and Social Sciences

through print in the areas of publishing, corpo- mental film and community based television. rate design, and computer illustration. Her fine Research interests focus on roots music and art work is represented in a New York City American popular culture, and on the construc- gallery and has been shown nationally and inter- tion of femininity in the screen arts. Serves as nationally. faculty advisor to the student-operated TV sta- Vincent DiMattio, Professor. MFA, Southern Illinois tion, Hawk TV. University. Practicing artist who has exhibited his [email protected] work in New York City and throughout the United Aaron Furgason, Associate Professor. PhD, States, Spain, and Mexico. Teaches drawing, Rutgers University, MA Emerson College. painting, basic design, and several lecture Introduction to Radio Production, Introduction to courses. Started the gallery program at Monmouth Screen Studies, Radio in the Music Industry, University. He is a co-author of the book The Radio Programming and Promotions, Talk Drawings and Watercolors of Lewis Mumford. Radio, Radio in America, and Generation ‘X’ Edward Johnston, Specialist Professor. BA, MEd, Film Directors. Research interests include radio University of Notre Dame; MFA, University of and recording industries and film studies. Michigan. Faculty advisor to the 1000-watt FM University Anne Massoni, Specialist Professor. MFA, Ohio radio station, WMCX. University. Photography and digital art. [email protected] Michael Richison, Specialist Professor. MFA, Mary Harris, Specialist Professor. MA, Monmouth Cranbrook Academy of Art. Motion graphics and University. BA, Rowan University. Areas of inter- graphic design. est include public relations, social media cam- Jing Zhou, Associate Professor. BFA, Sichuan Fine paigns, marketing and event planning. Arts Institute, China; MFA, Georgia Southern Shannon Hokanson, Lecturer. MA, Monmouth University. Interests include graphic design, Web University. Areas of interest include interper- design, digital media art, flash animation, art sonal, intercultural, and organizational communi- direction, and fine arts. cation. Also teaches Introduction to Communication, Communication Theory, and COMMUNICATION Senior Seminar. Chad Dell, Chair, Department of Communication [email protected] Sheila McAllister, Assistant Professor. PhD, Chad Dell, Associate Professor and Chair. PhD, Rutgers University. Introduction to Public University of Wisconsin-Madison. Primary fields Relations, Professional Communication, Crisis are broadcasting and cultural studies. Special and Issues Management, Public Relations interests include television production and analy- Writing, Nonprofit Fundraising, Strategic Public sis, broadcast history, and media policy. Relations Planning, Principles of Fundraising Research interests focus on an analysis of the and Public Relations special topics. Advisor to exercise of power at the intersection of broad- Public Relations Student Society of America. cast industries and audiences. APR, Public Relations Society of America. [email protected] Director of the Master’s Program in Corporate Andrew Demirjian, Specialist Professor. MFA, and Public Communication. Hunter College. Introduction to Media Literacy, [email protected] Introduction to TV Production, and Media John Morano, Professor. MA, Pennsylvania State Special Topics. University. Primary fields are print journalism [email protected] and media studies. Special interests include Donna Montanaro Dolphin, Associate Professor start-up publications, magazine journalism, and and Program Director for Radio/TV. MFA, Mason freelance journalism. Research interests include Gross School of the Arts, Rutgers University. environmental journalism, publishing a fourth Primary fields are TV production, media studies, novel in his Eco-Adventure Book Series, enter- documentary, screen studies, popular culture, tainment journalism, film criticism, and journal- and mass media. Special interests are experi- ism ethics. Advisor to the student-operated

Monmouth University 55 Humanities and Social Sciences

newspaper, The Outlook. Research interests include cultural and aesthetic [email protected] performances of femininity and critical staging of Eleanor M. Novek, Associate Professor. PhD, race/ethnicity and sexuality. Faculty advisor to Annenberg School for Communication, Comm Works, Students Committed to University of Pennsylvania. Specialties are jour- Performance. nalism, gender studies, research methods, and Kristine M. Simoes, Specialist Professor. MA, Rowan social justice research. Research interests in University. Teaching focus on field applicable cur- racial discrimination, prison issues, high school riculum that prepares students for careers in pub- journalism; and service learning. Serves as the lic relations profession. Courses developed Director of the Master’s Program in Corporate include Public Relations Writing/Layout and and Public Communication. Design, Public Relations Campaigns, and Public [email protected] Relations Trends and Analysis. APR, Public Michael Phillips-Anderson, Assistant Professor. Relations Society of America. PhD, University of Maryland. Political Com muni- [email protected] cation, Critical Discourse, Senior Seminar, and Don R. Swanson, Professor and Chair of Introduction to Communication. Philosophy, Religion and Interdisciplinary [email protected] Studies. EdD, University of Northern Colorado. Rebecca Sanford, Associate Professor. PhD, Primary fields are organizational, intercultural, Temple University. Undergraduate courses and political communication. Special interests in taught include Interpersonal Communication, corporate communication consulting, training, Family Communication, Nonverbal Commun ica- and dispute resolution. Research interests in tion, Communication Research Methods, and executive communication, management commu- Communication Theory. Serves as faculty advi- nication applied in multicultural organizations, sor to Lambda Pi Eta, the National Com munica- and political communication in Micronesia. tion Honor Society and First Year Advisor in the [email protected] Center for Student Success. Marina Vujnovic, Assistant Professor. PhD, [email protected] University of Iowa. Primary fields of research are Robert Scott, Specialist Professor. MFA, University participatory journalism and new media studies, of Miami. Primary fields are film and video pro- media history and gender, critical political econ- duction, news reporting, Web development, cor- omy, and cultural studies. Research interests porate communication, and media writing. Areas focus on international communication and global of professional experience include digital cin- flow of information; journalism studies; and explo- ema, media asset management, screenwriting, rations of the historical, political-economic, and media history, and entertainment media tech- cultural impact on media, gender, and ethnicity. nologies. Serves as faculty advisor for the stu- Sherry Wien, Associate Professor. PhD, Rutgers dent-operated Hawk TV News. University. Areas of expertise are organizational [email protected] and interpersonal communication. Teaching Jennifer Shamrock, Lecturer. PhD, Hugh Downs interests are improving work relationships, mak- School of Communication, Arizona State ing business presentations, and creating video University. Primary fields of study and research podcasts for training. Research interests are include ethnographic, narrative, and textual forms assessing communication skills in higher educa- of inquiry from a feminist critical perspective. tion and describing how part-time seasonal [email protected] employees identify with an organization. Deanna Shoemaker, Associate Professor. PhD, The University of Texas at Austin. Primary fields are MASTER OF ARTS IN CORPORATE AND PUBLIC Performance and Theater Studies, COMMUNICATION (MA) Communication Studies, and Gender Studies. The Master of Arts in Corporate and Public Special interests include feminist performance Communication prepares students to become effec- practices, performance of literature, perform- tive communication specialists in a number of fields, ance ethnography, and critical race theory. with skills that range from interpersonal communica-

56 Monmouth University Humanities and Social Sciences

tion to mass media. It is the goal of this program to Michele Grillo, Assistant Professor. PhD, Rutgers provide education that combines broad theoretical University, Criminology. BS, MA, University of knowledge with practical application in public rela- Massachusetts Lowell, Criminology. Research tions, human resources communication, and public interests include domestic terrorism, policing, service. The program serves students who wish to homeland security, conspiracy theories, terror- pursue a career in the burgeoning field of communi- ism and the media, American street gangs, fem- cation, as well as professionals who wish to improve inist criminology, females in the criminal justice their communication skills to enhance performance. system and quantitative/qualitative research The program includes a nineteen-credit core and methods. Current research projects include elective courses selected by students to fit their assessing police organizational change post- unique interests. September 11, police and public perceptions of terrorism ten years after September 11, the rela- Please refer to the curriculum chart in the appendix tionship between social networking sties and for program requirements. All curriculum charts are antisocial behavior, female prisoner re-entry. detailed and displayed in Appendix “B.” Peter Liu, Professor. PhD, Indiana University of • M.A. in Corporate and Public Pennsylvania. Areas of interest include research Communication methods, criminology, comparative criminal justice systems, and criminal justice organizations CERTIFICATES administration and management. Current A certificate in Human Resources research projects include comparative delin- Management and Communication, Strategic Public quency, Chinese justice system, and environ- Relations and New Media, or a Public Service mental crime. Communication Specialist provides a focused study Brian Lockwood, Assistant Professor. BA, College for the student who wishes to study a specialized of New Jersey; MA., PhD, Temple University. field in communication. Ronald Reisner, Associate Professor. PhD, Columbia University; JD, Rutgers University Please refer to the curriculum charts in the appendix School of Law. Areas of interest include victims’ for program requirements. All curriculum charts are rights, juvenile law, and Fourth Amendment detailed and displayed in Appendix “B.” rights. Current research projects include State • Human Resources Management and constitutional activities in victims’ rights and pol- Communication icy development in the criminal justice system. • Strategic Public Relations and New Media Brion Sever, Associate Professor. PhD, Florida • Public Service Communication Specialist State University. Areas of interest include criminal justice public policy, crime and policing, and CRIMINAL JUSTICE corrections. Current research projects include Albert Gorman, Chair, Department of juvenile delinquency, police training, and minori- Criminal Justice ties in the criminal justice system.

Gregory J. Coram, Associate Professor. PsyD, MASTER OF ARTS IN CRIMINAL JUSTICE (M.A.) Indiana State University. Areas of interest The Master of Arts in Criminal Justice at include psychology, criminal pathology, and cor- Monmouth University offers a broad perspective on rections. Current research projects include the the criminal justice system, its various institutions and biology of violent criminals. processes, and develops the quantitative, critical, and Albert Gorman, Specialist Professor and Chair. MA, research skills necessary for problem solving and pol- John Jay College of Criminal Justice. Interests icy-making. The program includes a set of courses include police professionalism, community polic- that will focus on research procedures, the use of psy- ing, and security/loss prevention. Current chosocial variables, systems thinking, and the devel- research includes the police socialization opment of policy. In addition, there are courses in law, process. policy, and criminal justice management.

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Please refer to the curriculum charts in the appendix interests are New Jersey literature, poetry, his- for program requirements. All curriculum charts are tory of rhetoric, and popular culture. detailed and displayed in Appendix “B.” Kristin Bluemel, Professor. PhD, Rutgers • MA in Criminal Justice–Thesis Track University. Specialty is twentieth-century British • MA in Criminal Justice–Non-Thesis Track literature. Additional interests include literary crit- • MA in Criminal Justice–Homeland icism and theory, the novel, children’s literature, Security Track and World War II and the end of empire. Liora Brosh, Lecturer. PhD, New York University. CRIMINAL JUSTICE CERTIFICATES Specialties include nineteenth-century British lit- The twelve-credit Certificate in Criminal erature and film studies. Justice Administration offers a student the opportunity Heather Brown, Assistant Professor. PhD, to expand his or her education and obtain a solid foun- University of Maryland. Specialty is rhetoric and dation in the principles of administration. This adminis- composition with an emphasis on the rhetoric of tration certificate will prepare criminal justice profes- medicine. sionals or pre-career students for future supervisory Margaret Del Guercio, Associate Professor. PhD, and administrative roles. The Certificate Program will New York University. Specialty is the novel in the offer these supervisors advanced skills for more effec- eighteenth and nineteenth centuries. Major inter- tive supervising and mentoring of their staff. ests are Shakespeare, poetry, and prose fiction. Josh Emmons, Assistant Professor. BA, Oberlin Please refer to the curriculum chart in the appendix College; MFA, The University of Iowa. Specialty for program requirements. All curriculum charts are is fiction writing. detailed and displayed in Appendix “B.” Heide Estes, Associate Professor. PhD, New York • Certificate in Criminal Justice University. Specialty is Old English language Administration and literature, and additional interests include • Certificate in Homeland Security Middle English literature, feminist theory, and representations of Jews in early English texts. ENGLISH Current research is in ecocriticism. Susan Goulding, Chair, Department of English Prescott Evarts, Professor. PhD, Columbia David Tietge, Director of First Year Composition University. Specialty is contemporary English Heide Estes, Graduate Program Director and American literature. Recent interest is poetry. G. Oty Agbajoh-Laoye, Associate Professor and Frank Fury, Lecturer. PhD, Drew University. Director of the African-American Studies Specialty is nineteenth- and twentieth-century Program. PhD, University of Ibadan, Nigeria. American literature with particular emphasis on Specialty is African Diaspora (African-American representations of sport in American culture. and Afro-Caribbean literature in English) and Additional interests include the short story and African Postcolonial literature. Additional inter- Shakespeare. ests and current research include Black Brian Garvey, Associate Professor. PhD, University women’s fiction and criticism, the Slave of Bradford, England. Specialties are Utopian lit- Narrative, and Oral tradition. erature, History of Science and Technology, and Mary Kate Azcuy, Associate Professor. DLitt, Drew the History of War in the Twentieth Century. University. Specialty is contemporary American Elizabeth Gilmartin, Lecturer. PhD, New York literature with an emphasis on women poets, University. Areas of interest include the Irish lan- mythology, and feminism, as well as creative guage and Victorian Ireland. writing. Susan Goulding, Associate Professor. PhD, New Noel Belinski, Lecturer. MA, Monmouth University. York University. Specialties are eighteenth-cen- Specialties are composition pedagogy and tury British literature, women’s studies, British General Education literature courses history, and reception history. Stanley Blair, Associate Professor. PhD, Duke Neil Graves, Lecturer. PhD, Oxford University. University. Specialty is American literature. Other Specialties are 17th-century English poetry,

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English Renaissance drama, Shakespeare, and riculum, appropriate for recent college graduates as Milton. well as returning students, is designed to allow stu- Jeffrey Jackson, Assistant Professor. PhD, Rice dents to finish the degree in two to two-and-a-half University. Areas of specialty include nineteenth- years by taking two to three courses per semester, century British Romantic and Victorian literature. with the additional option of summer study. Part-time Linda Littman, Lecturer. EdD, Teachers College, students are also welcome to attend. Course offer- Columbia University. Areas of interest include ings allow students to take courses in a variety of creative nonfiction, American literature, and cul- fields to obtain a broad knowledge of literature in ture. Current research is in composition theory English or to focus on areas of specific interest. and pedagogy. Mihaela Moscaliuc, Assistant Professor. PhD, Please refer to the curriculum chart in the appendix University of Maryland. Areas of specialty for program requirements. All curriculum charts are include immigrant literature, postcolonial stud- detailed and displayed in Appendix “B.” ies, translation studies, and poetry writing. • MA in English: Literature Concentration Abha Patel, Lecturer. PhD, Indian Institute of • MA in English: Creative Writing Technology. Areas of interest include twentieth- Concentration century American fiction, popular literature, and • MA in English: Rhetoric and Writing Victorian literature. Concentration Sue Starke, Associate Professor. PhD, Rutgers • MA in English: New Jersey Studies University. Specialty is Renaissance literature and Concentration** culture, medieval literature, and genre theory. David Tietge, Associate Professor. PhD, Southern ** Note: No new students will be admitted to this Illinois University at Carbondale. Areas of inter- program effective July 1, 2012 est include rhetoric and composition, literary theory, rhetorical theory, and popular culture. Current research is in science rhetoric. FOREIGN LANGUAGE STUDIES Lisa Vetere, Associate Professor. PhD, Lehigh Mirta Barrea-Marlys, Chair, Department of University. Specialty is Antebellum American lit- Foreign Language Studies erature and culture, with an emphasis on cultural studies and feminist and psychoanalytic theory. Mirta Barrea-Marlys, Associate Professor. PhD, Michael Waters, Professor. PhD, Ohio University. Romance Languages/Literature, University of Specialties are creative writing, poetry, and Pennsylvania. Areas of specialization include American literature. medieval through eighteenth-century Spanish literature, linguistics, Latin-American theatre, and MASTER OF ARTS IN ENGLISH (MA) Latin-American women authors. Teaching and The Master of Arts in English is a flexible pro- research interests include linguistics, methodol- gram which allows various types of students to pur- ogy of foreign language teaching, oral profi- sue a course of study meeting their own interests ciency acquisition, and Spanish and Italian lan- and goals. For those interested in the challenge of guage and culture. graduate study and considering going on to a doc- Priscilla Gac-Artigas, Professor of Foreign toral program at another institution, the courses at Languages. PhD, University of Franche-Comte, Monmouth provide a broad education in English liter- France. Latin American literature, culture, and ature and a sound foundation for further graduate civilization, and contemporary Latin American study. Secondary school teachers can fulfill their con- women writers and Latino writers in the United tinuing education requirement and accrue credits States. Interest in interdisciplinary studies on toward salary increases by taking courses in the pro- Latin America: history, anthropology, culture, gram. Those interested in personal enrichment or geopolitics and economics. New research areas career advancement will find that the program are: developing writing proficiency in Spanish, requirements improve critical thinking abilities along mastering the mechanics of the writing process, with reading, speaking, and writing skills. The cur- creating artifacts to measure students’ learning

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and integration of knowledge to the long-term concerns the political indoctrination of American memory in a Spanish writing course, and to soldiers. assess writing and develop critical thinking in Maureen Dorment, Lecturer. PhD candidate, Drew Spanish and in other disciplines. University. MA, Monmouth University. Research Alison Maginn, Associate Professor of Spanish. interests include the history of print culture and PhD, University of Wisconsin-Madison. Teaching intellectual history. Teaching areas include interests include proficiency-oriented language Western Civilization, propaganda, and censorship. and contemporary Spanish literature and cul- Susan Douglass, Specialist Professor. MS, City ture. Primary interest is in the narrative, poetry, University of New York. Areas of interest include and film of twentieth-century Spain. Current U.S. history, the Holocaust, and the Vietnam War. research focuses on the Spanish Civil War, Brian Greenberg, Professor and Jules L. Plangere women writers of post-dictatorship Spain, and Jr. Endowed Chair in American Social History. Spanish Cultural Studies. PhD, Princeton University. Primary fields are the Julia Riordan-Goncalves, Assistant Professor. history of American workers, American social PhD, University of North Carolina at Chapel Hill. history, and the history of public policy in Area of specialization is the twentieth-century America. Current research is on U.S. social his- Spanish novel, especially the novel written under tory in the early twentieth century. the Franco dictatorship. Additional research Jean Li, Lecturer. PhD, University of California, interests are a Transatlantic approach to the Berkeley. Specialization in the art and archaeol- novel written under dictatorship in Spain and ogy of Ancient Egypt. Teaching areas include Spanish America, sociological theory and the Western Civilization, the Ancient World, and novel, women writing the Social Novel in Spain, Archaeology. Research interests include the use and pedagogical approaches to teaching of contemporary archaeological theory in the Spanish for Business. study of ancient world, gender, identity and memory studies. Other interests include HISTORY museum studies and public education and cur- Frederick L. McKitrick, Chair, Department of riculum development. History and Anthropology Frederick L. McKitrick, Associate Professor. PhD, Columbia University. Teaching areas include Julius O. Adekunle, Professor. PhD, Dalhousie German history, French history, and modern University, Canada. Teaching fields include European history. Current research is on German African history, Africa and its Diaspora, and artisans of the Nazi and post-Nazi periods. Western Civilization. Recent research on William P. Mitchell, Professor, Interim Dean of the Nigerian history and society. Honors School, and Freed Professor in the Aaron Ansell, Assistant Professor. PhD, University of Social Sciences. PhD, University of Pittsburgh. Chicago. Research interests include money and Conducts research on peasant society, migra- value, hunger and development policy, patron- tion, and the Shining Path guerrilla war in Peru. client exchange, and democratization in Northeast Publications include: Peasants on the Edge, Brazil. Teaching areas include anthropological the- Picturing Faith, and Voices from the Global ory, Brazilian history and culture, food culture, Margin. Co-chair of the Anthropology Section of sociolinguistics, and global development. the New York Academy of Sciences. Kenneth L. Campbell, Professor. PhD, University of Katherine Parkin, Associate Professor. PhD, Delaware. Teaching fields include English his- Temple University. Major areas of interest tory, Medieval and Early Modern Europe, and include U.S. history and American women. history of witchcraft. Recent research on the Thomas S. Pearson, Vice President for Academic English Reformation and religious nonconformity Affairs and Provost; Professor. PhD, University in sixteenth- and seventeenth-century England. of North Carolina. Teaching fields include Christopher DeRosa, Associate Professor. PhD, Russian history, Soviet and Russian foreign pol- Temple University. Fields include military history icy, comparative revolutions, nineteenth-century and American political history. Recent research Europe, and modern Eastern Europe. His most

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recent research has focused on government and • MA in History peasantry in modern Russian history. • MA in History, European Specialization Maryanne Rhett, Assistant Professor. BA, University • MA in History, United States of South Carolina; MA, University of Arizona; PhD, Specialization Washington State University. Areas of teaching • MA in History, World Specialization are Islam and the Middle East. Research focuses on the Balfour Declaration of 1917. MUSIC AND THEATRE ARTS Karen Schmelzkopf, Associate Professor. PhD, David Tripold, Chair, Department of Music and Pennsylvania State University. Interests include Theatre Arts Geographic Information Systems, land use policy, community organizations, and urban rede- Sheri Anderson, Specialist Professor, Theatre, Stage velopment. Current research projects include Management. MFA, University of California, San community activism, politics of public space, and Diego. Sheri Anderson has extensive Broadway, urban redevelopment issues in Asbury Park. off-Broadway, and regional experience as both a Richard Veit, Associate Professor. PhD, University director and stage manager. To date, she has of Pennsylvania. Teaching areas include archae- done thirteen Broadway productions, two national ology, historic preservation, North American tours, and numerous regional and off-Broadway Indians, and New Jersey history. Research inter- shows. Highlights include the Broadway produc- ests include historical archaeology, industrial tions of Phantom of the Opera, Little Me, and The archaeology, and early American Material Full Monty. She has been privileged to work with Culture. Author of Digging New Jersey’s Past: such theatrical legends as Neil Simon, Cy Historical Archaeology in the Garden State. Coleman, Jerry Herman, Marvin Hamlisch, Hettie Williams, Lecturer. MA, Monmouth University. Terence McNally, John Guare, Chita Rivera, Rob History of African Americans and Civil Rights Marshall, and Horton Foote, as well as Hollywood Movement, African Diaspora, and Race and heavyweights Martin Short, John Lithgow, John Identity. Ritter, Henry Winkler, Kevin Spacey, and Madeline Kahn. She spent much of 2003 at Oxford MASTER OF ARTS IN HISTORY (MA) University studying Shakespeare in performance. This program is designed to accommodate Fields of interest include theatre history, postcolo- various types of students. Those who wish to spe- nial drama, and musical theatre. She is a member cialize in European History, the History of United of Actors’ Equity Association and Mensa. States, or the program’s new specialization, World John J. Burke, Associate Professor of Theatre. History, and those who may wish to pursue a doctoral PhD, Michigan State University. Director of the degree may elect to concentrate in any of those Theatre Arts program for Monmouth University areas and to complete a master’s thesis. Others with and the artistic director/producer of the Shadow a more general interest in the subject of history may Lawn Stage. Dr. Burke teachers a wide variety of elect to pursue a more broad-based program with the classes, including acting, creative dramatics, option of taking a comprehensive exam instead of tech theatre, and improvisation. He has directed writing a master’s thesis. The program is designed or produced more than 200 plays or musicals. not only for recent college graduates, but also for Ferdinando Del Guercio, Technical Director/Set secondary school teachers of history and social stud- Designer. BFA, The Maryland Institute College of ies, and professionals in government, the military, Art. He is a visual artist/sculptor working with and business. assemblages of found and fabricated objects in Of the thirty credits required for this program, wood, glass metals and stone. His works have up to six graduate credits may be transferred from been exhibited in Virginia’s Richmond Museum, another institution. the Statesville Museum of Art in North Carolina, the Carnegie Museum in Pittsburgh, and the Please refer to the curriculum charts in the appendix Birmingham Museum in Alabama. His recent for program requirements. All curriculum charts are juried exhibitions include “Trenton Metals”, at detailed and displayed in Appendix “B.” Artworks in Trenton, NJ, and “Ellarslie Open,” at

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the Trenton Art Museum. As the Technical Professor Ricciardi is a professional theatre Director for the Lauren K. Woods Theatre since actress and director. She was formally the head 2002 at Monmouth University, he has designed of the Acting Program for the New York Film and led Monmouth University’s theatre students Academy and an Assistant Professor of Drama to build over forty-five sets and has taught for Syracuse University, where she coordinated Photography, Jewelry/Metal Craft, Stained the study abroad program at Shakespeare’s Glass, 3-D Design, and Art Appreciation for the Globe in London. She has taught workshops and Department of Art and Design since 1993. classes around the world and locally at Drew Ronald G. Frangipane, Assistant Professor of Music. University, Eastern Connecticut State University, MFA, Goddard College. BA Music, Eastman and Shakespeare and Company in Lenox, School of Music, also attended Julliard Prep. Massachusetts. Nicole is the director of “Old Professor Frangipane attended and assisted Face New,” a company of New York City theatre Master classes with Igor Stravinsky and Aaron and music artists whose goal is to take old stories Copland and studied with Paul Creston. Received and present them in a new way. She is a proud over twenty-three gold and platinum albums as an member of Actors Equity Association and the arranger-producer in the record industry. Circle East Theatre Company in New York City. Received an Emmy award for his musical score Gloria A. Rotella, Specialist Professor of Music “This Was America” created for the NBC series (Piano, Music Education). EdD, Rutgers with William Shatner. Arranged or produced University. Dr. Rotella was nominated for recordings for such notable artists as John Outstanding Music Educator in 1986 by Lennon, Diana Ross, Kiss, the Monkees, the Westminster Choir College, received Teacher of Rolling Stones, Janis Ian, Neil Diamond, Dusty the Year Recognition from Long Branch School Springfield, Grace Slick (Jefferson Starship), etc. District in 1991, and was the recipient of the He specializes in music in American culture— Outstanding Adjunct of the Year at Brookdale Blues, Jazz, Rock & Roll, American Musical Community College for 2005-2006. She has Theatre, and Performance as well as been a motivational speaker for the New Composition/Orchestration and Music Industry. Teacher Institute at Rider University, and an edu- Michael Gillette, Specialist Professor of Music/Music cational consultant for the New Jersey History, Conducting, and Violin, Director of the Department of Education as a Collaborative Chamber Orchestra. Master of Music, Yale Assessment and Planning for Achievement University. For over thirty years, Michael Gillette (CAPA) team member. Dr. Rotella was inducted has been a professional violinist in New York City into the School Masters Association of NJ in and is currently a member of the Radio City Music February 2007. Dr. Rotella has facilitated a Job Hall Orchestra, the American Ballet Theatre Shadowing Mentor program between Long Orchestra, and the Mostly Mozart Festival Branch High School and Monmouth University’s Orchestra at Lincoln Center, and is principal sec- Department of Music and Theatre Arts. As ond violin of the Little Orchestra Society. He has Director of Applied Music for the past five years, played for many Broadway productions, including Dr. Rotella oversees Performance Classes, Les Miserables, Beauty and the Beast, Annie, juries, and Senior Recitals. She also directs Sunset Boulevard, Phantom of the Opera, and Music Education students through their Into the Woods. Professor Gillette has toured in junior/senior teaching and teaches Music and Japan, the United Kingdom, Italy, and Venezuela The Child and Music and Secondary Education. and has performed with such diverse talents as David M. Tripold, Associate Professor. PhD, Drew Tony Bennett, Leonard Bernstein, Aaron Copland, University. Field of interest is American sacred Sammy Davis, Yo-Yo Ma, Jimmy Page, Itzhak music. He is a composer, choral director, vocal Perlman, P. Diddy, and The Modern Jazz Quartet. teacher, and organist. Dr. Tripold is a nationally Nicole Ricciardi, Assistant Professor of Theatre. recognized choral conductor, singer, voice MFA, Carnegie Mellon University, BA, Drew teacher, organist, and liturgical scholar who over- University. Specialization includes all areas of sees Monmouth University’s music education acting and directing with a particular interest in degree program and directs the concert chorus Shakespeare and Early Modern English Drama. and chamber choir. For over thirty years he has

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been engaged as a church organist and choir focus on religions and philosophies of India, director and has performed as a baritone soloist comparative religions, and western civilizations and organist in the United States and Europe. His in a world perspective. present scholarship focuses on American church music, especially pertaining to the origins of POLITICAL SCIENCE AND SOCIOLOGY church choirs, church music collections known as Joseph Patten, Chair, Department of tune books, and patterns and developments in Political Science and Sociology contemporary American worship. Kathryn Kloby, Public Policy Program Director George Wurzbach, Specialist Professor of Music. MA Nancy Mezey, Sociology Program Director Music Composition, Hunter College. Professor Wurzbach is an award-winning composer, per- Gregory Bordelon, Lecturer of Political Science. JD, former, and producer. Through collaboration with Louisiana State University. Specializes in legal- folk music legend Tom Paxton, he contributed to based courses. Monmouth University’s Pre-Law the album Comedians & Angels, which earned a Advisor, Department Career Advising and 2008 Grammy Award nomination. He received a Planning Representative. Primary research inter- 2003 Backstage Magazine Bistro Award and a ests include public law and policy, federalism and Metropolitan Association of Cabarets MAC Award judicial policy, comparative legal procedure. nomination for his original musical comedy work Principal Editor of bar exam preparation materi- with the trio Modern Man. Recent composition als for Louisiana. Co-author of “Napoleonic credits include theme and segment music for the Code” in Legal Systems of the World by ABC- PBS series Real Simple and electronic music ele- CLIO (2002). Taken and passed the state bar ments for Jon Deak and Bill Gordh’s “The Roaring examinations in Louisiana and Oklahoma. Mountain,” premiered by the New York Rekha Datta, Professor. PhD, University of Philharmonic at Avery Fisher Hall. At Monmouth Connecticut. Specialization in political theory, University he directs Music Industry students international relations, comparative politics of through their business internships, conducts first South Asia, East Asia, the United Nations, and semester Record Production, and teaches Women and the World. Research interests focus American Music Traditions and Advanced Theory. on issues of gender and development, traditional and human security issues, and child labor. PHILOSOPHY, RELIGION, AND Author of: Beyond Realism: Human Security in INTERDISCIPLINARY STUDIES India and Pakistan in the Twenty-First Century Don R. Swanson, Chair, Department of Philosophy, (2008); Why Alliances Endure: The United Religion, and Interdisciplinary Studies States-Pakistan Alliance, 1954-1971 (1994); co- editor, with Judith Kornberg, Women in Golam Mathbor, Associate Dean of the Wayne D. Developing Countries: Assessing Strategies for McMurray School of Humanities and Social Empowerment (2002). Advisor of Pi Sigma Alpha Sciences, Professor. PhD, The University of National Political Honor Society. Founder of the Calgary. Areas of interest include development Institute for Global Understanding. and analysis of social policies and services, Kevin Dooley, Associate Professor and Dean of the community organizing and social action, social Honors School. PhD, Rutgers University. planning, community development and commu- Research interests focus on globalization, com- nity participation, and international social work. parative public policy, the politics of language, and Current research interests include sustainable comparative European governments. In addition development of coastal communities, interna- to a wide array of scholarly articles, he is the tional development, and interdisciplinary studies. author/co-author of two books, Politics Still Matter: Alan Schwerin, Associate Professor. PhD, Rice Globalization, Governance, and the Revival of University. Alan Schwerin has research interests Regional Minorities (2008) and Why Politics in David Hume’s philosophy of mind and Matter: An Introduction to Political Science (2012). Bertrand Russell’s epistemology. Kathryn Kloby, Assistant Professor. PhD, Rutgers Pasquale Simonelli, Lecturer of Philosophy. PhD, University. Specialties are public sector account- Universita di Napoli, Italy. Research interests ing, performance measurement and reporting,

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citizen participation, public policy, and research and graduate intern programs. University’s pre- methods. Her most current research focuses on law advisor. Author of Warman’s Political accountability in public education. Collectibles (2008), a fully illustrated description Thomas Lamatsch, Assistant Professor. PhD, of political memorabilia’s historic role in the University of Connecticut. Specializes in statisti- American Presidential election process. cal and applied methods, research design, Joseph Patten, Associate Professor. PhD, West American government, and education policy. His Virginia University. Specialization in public pol- most recent research includes a large scale proj- icy; political campaigns at national, state, and ect on municipal government participation in local levels; the United States Congress; the modern electronic media – eGovernment. American Presidency; and media law. His pri- Faculty advisor to the award winning Model UN mary research interests include the United Team and an Honor’s School advisor. States Congress and American Politics. Co- Nancy J. Mezey, Associate Professor of Sociology. author of, Why Politics Matter: An Introduction to PhD, Michigan State University. Sociology Political Science (2012). Program Director; Director of the Institute for Saliba Sarsar, Associate Vice President for Global Global Understanding, Gender Studies Initiatives and Professor. PhD, Rutgers Curriculum Coordinator, and faculty advisor to University. Specialties are international relations, the Sociology Club. Specializations are in family comparative government (Middle East), and sociology, race-class-gender studies, gender American foreign policy. He is the co-author of studies, sociology of sexualities, and African two books: Ideology, Values, and Technology in Studies. Current interests focus on the formation Political Life (1994) and World Politics: An and experiences of diverse family forms. Author Interdisciplinary Perspective (1995). He is the of New Choices, New Families: How Lesbians editor of two scholarly articles: Education for Decide about Motherhood (2008). Advisor for Leadership and Social Responsibility (1996) and Alpha Kappa Delta International Sociology of Palestine and the Quest for Peace (2009), Honor Society. and the co-editor of four scholarly articles: Kenneth E. Mitchell, Associate Professor. DPhil, Patriarch Michel Sabbah – Faithful Witness: On University of Oxford. Specializes in Latin- Reconciliation (2009) and Peace in the Holy American and Caribbean politics and policy (pub- Land; Principles and Pragmatism – Key lic sector reform, democratization, and state-soci- Documents from the American Task Force on ety relations); and international political economy Palestine (2006); The Holocaust Suite of Jacob (capacity building in public sector, community Landau (2008); and Democracy in Africa: development, and politics of market-based Political Changes and Challenges (2012). He reform). Faculty advisor to the Pre-Law Honors guest edited a special issue of the International Society, Phi Alpha Delta. Authored: State-Society Journal of Politics, Culture, and Society (2004), Relations in Mexico (2001); “Models of focusing on Palestinian-Israeli relations. Dr. Clientelism and Policy Change: the Case of con- Sarsar’s articles have appeared in Peace and ditional Cash Transfer Programmes in Mexico Conflict Studies, Holy Land Studies, Palestine- and Brazil” (co-authored with Aaron Ansell, Israel Journal of Politics, Economics and 2011); “An Institutional Anomaly, Longevity and Culture; This Week in Palestine; Columbia Competition in the Dominican Party System” University Middle East Studies Internet (2009); “Bridging the Convergence-Divergence Resources; Clio’s Psyche; Peace Review: A Policy Diffusion Divide, Mid-range Theorizing and Journal of Social Justice; Middle East Quarterly; Devolving Food Aid in Mexico and the Dominican Jerusalem Quarterly File; Scandinavian Journal Republic” (2007); “Building State Capacity: of Development Alternatives and Area Studies; Reforming Mexican State Food Aid Programs in Journal of South Asian and Middle East Studies; the 1990’s” (2005). International Journal of Leadership; Journal of Enoch Nappen, Associate Professor. PhD, New Leadership Studies; and Leadership and York University. Specializes in Constitutional law Organization Development Journal. Dr. Sarsar and civil rights. Directs both the undergraduate also has two published books of poetry:

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Crosswinds (1999) and Seven Gates of interest in social psychology. Within social psy- Jerusalem (2010). A third book of poetry, Poems chology, specializes in self-regulation and how it of the Holy Land, is awaiting publication. impacts interpersonal relationships. Jack Demarest, Professor. PhD, State University of MASTER OF ARTS IN PUBLIC POLICY (MA) New York at Stony Brook. Primary field of inter- The Master of Arts in Public Policy is a thirty- est is evolutionary psychology and animal credit degree program that prepares students for behavior; especially mate choice, reproductive careers in the field of policy analysis. Career oppor- investment, game theory, and behavioral ecol- tunities in public policy span a wide range of areas in ogy. Teaching and research interests also government, nonprofit agencies, and the public and include a feminist approach to sex role stereo- private sectors. Ideal for graduates of all disciplines, typing, especially as it relates to male roles. the program enhances student skills in policy analy- Lisa M. Dinella, Assistant Professor. PhD, Arizona sis, overall critical thinking, effective communication, State University. Licensed Marriage and Family data analysis, and survey research. The program Counselor. Interests include how gender devel- gives special emphasis to public ethics, public opin- opment impacts individuals’ life decisions and ion polling, the public policy process, and practicum development, particularly in terms of education opportunities in public agencies. It is also designed to and career trajectories. accommodate the lifestyles of both career profes- Christine Hatchard, Specialist Professor. BA, sionals and full-time graduate students. Some Monmouth University; MS, PsyD, Chestnut Hill courses are offered in a hybrid model, combining in- College. Specialization in object relations ther- class seminars with online instruction. The program apy and emotion, personality assessment, eat- is primarily part-time, with opportunity for full-time ing disorders, human sexuality and therapeutic study as well. considerations in the context of mother-daughter sexual abuse. Please refer to the curriculum chart in the appendix Doris Klein Hiatt, Associate Professor. PhD, City for program requirements. All curriculum charts are University of New York. Specialties are normal detailed and displayed in Appendix “B.” and abnormal personality in cultural, develop- • MA in Public Policy mental, and gender-specific perspectives. Teaching, research, and clinical interests focus Joint Degree Program on relationships in their manifold complexities, Dual Master’s Degrees in Social Work (MSW) and the development and nurturing of healthy self- Public Policy (MA-PP) esteem, developmental sequelae of childhood The MSW program offers interested stu- trauma, and the impact of gender on mental dents an opportunity to earn a second master’s health and illness. degree in Public Policy (MA), after all of the MSW Robyn M. Holmes, Professor. PhD, Rutgers requirements have been completed. Students who University. Specialization is in child development complete the sixty-credit MSW can use up to twelve with a primary interest in children’s play and credits from the MSW courses toward the MA in ethnographic methods. Current research Public Policy. Students who complete the Advanced focuses upon the relationship play and culture, Standing (thirty-credit) MSW can use up to six cred- play and learning, and recess, most recently in its of MSW courses toward the MA in Public Policy. the Pacific Rim. Teaching and research interests Please refer to the chart located in the Social Work include interdisciplinary and cross-cultural section of this catalog for additional details. approaches. Gary Lewandowski, Associate Professor. PhD, PSYCHOLOGY State University of New York at Stony Brook. Gary Lewandowski, Chair, Department of General area of interest is social psychology. Psychology Within social psychology, specializes in close romantic relationships, involving such topics as Natalie Ciarocco, Associate Professor. PhD, Case interpersonal attraction, love, relationship main- Western Reserve University. General area of tenance, and relationship dissolution.

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Specifically, research focuses on how entering, of interest include career counseling, student maintaining, and losing romantic relationships retention, spirituality, legal and ethical issues in influences the self. therapy, and multicultural issues. Judith L. Nye, Associate Professor and Associate Alan A. Cavaiola, Professor. PhD, Hofstra University. Vice President, Academic Foundations – Specialization in the area of counseling issues General Education. PhD, Virginia related to mental health and alcoholism, sub- Commonwealth University. Specialization is in stance abuse, and other addictive behaviors, and the area of experimental social psychology with their impact on individuals, couples, and families. a primary interest in social cognition. Current Teaching, research, and counseling interests research focuses on group processes, specifi- focus on crisis intervention, sequelae of trauma, cally impression formation and the relationship personality disorders, DUI offenders, workplace between leaders and followers. Of additional and dynamics, and workplace stresses. related interest are sex role stereotypes. Stephanie Hall, Assistant Professor. PhD, University David E. Payne, Associate Professor. PhD, Columbia of New Orleans. Specialization in the area of University. Interested in the relation between mental health counseling with primary interests knowledge and the meaningful context in which it in multicultural counseling, women’s issues, is acquired. Research examines the cognitive trauma, and group work. processes involved in learning and memory in Gary J. Handler, Field Placement Coordinator. PhD, humans and animals. Current work involves New York University. MA, Monmouth University. interaction of perceptual and conceptual Specialization is in counseling techniques and processes in learning, memory, and judgments. the impact of Cognitive Neuroscience on coun- Janice C. Stapley, Associate Professor. PhD, Rutgers seling. Areas of teaching include counseling University. Special areas of interest are develop- techniques (both basic and cutting edge, includ- mental psychology and emotion regulation. ing supervision) and Psychopathology. Other Research program is focused on gender, emotion, departmental duties involve managing the and adjustment during emerging adulthood. process for the placement of students into field David B. Strohmetz, Professor, Associate Vice assignments and supporting the relationships President, Academic and Institutional Assessment. with over one hundred agencies that take our PhD, Temple University. Specialization in social student interns. psychology with an emphasis on methodological Joanne Jodry, Specialist Professor. Ed.D, Argosy and quantitative issues. Current areas of research University, Sarasota, FL, Counselor Education include the social psychology of the experiment, and Supervision. DMH, Drew University. MA, particularly the nature of the volunteer subject, and Monmouth University. Specializations in profes- social influences on tipping in restaurants. sional mental health counseling with primary clin- Michele Van Volkom, Lecturer. PhD,State University ical interests in women’s issues throughout the of New York at Albany. Current research inter- life span, life crisis, and existential issues. Areas ests include intergenerational and gender differ- of interest in feminist theories research include ences in communication and technology use. the interplay of counseling and religion (through a Research interests include family relationships, world religion perspective); the impact of thera- especially the relationship between siblings, as peutic relationships on the counselor; and inte- well as the link between tomboyism in childhood grating feminist concepts into counseling. and gender roles in adulthood. George Kapalka, Professor and Interim Chair. PhD, Fairleigh Dickinson University. Specialization in PSYCHOLOGICAL COUNSELING the areas of counseling, clinical, and school psy- George Kapalka, Chair, Department of chology with emphasis on child and adolescent Psychological Counseling counseling and assessment, learning disabilities, school consultation, and legal/forensic David Burkholder, Assistant Professor. PhD, Kent issues. Current research program is focused on State University. Specialization in mental health the education, counseling, and management of counseling with children and adolescents. Areas children with behavioral problems (including

66 Monmouth University Humanities and Social Sciences

ADHD) in school and at home, as well as Counseling – Addiction Studies Track is a thirty-credit researching the benefits of nutritional and herbal program designed to prepare students to become therapies. addiction counselors who work with individuals, Alishea Rowley, Specialist Professor. PhD, North groups, couples, and families impacted by various Carolina University. Specializations in mental types of substance use and addictive disorders. health counseling and school counseling with an Students must complete PC505, Mental Health emphasis on adolescent assessment and coun- Counseling during their first term of study. The pro- seling, childhood behavioral disturbances, con- gram is accredited by the International Coalition for sultation with schools on student retention, and Addiction Studies Excellence (INCASE). Graduates counseling low income families. Research inter- are prepared to work within a variety of addiction ests include African American single mothers, treatment programs and agencies and eventually to social justice issues, diversity and multicultural practice privately. The Addiction Studies Track was populations. developed to meet the educational requirements for Solomon Z. Schuck, Associate Professor, PhD, the Licensed Clinical Alcohol and Drug Counselor New York University. Specialization in Crisis (LCADC), which is a New Jersey state license. It is Intervention Family Therapy and School the student’s responsibility to ensure acceptability by Psychology. Areas of interest include the utiliza- the licensing agency. tion of culturally consonant approaches to primary prevention. Research interests include a Please refer to the curriculum chart in the appendix study of the impact of culture and personality on for program requirements. All curriculum charts are the therapeutic process and on attitudes towards detailed and displayed in Appendix “B.” social issues. • MA in Psychological Counseling Frances Trotman, Professor. PhD, Columbia • MA in Psychological Counseling – University. Areas of interest include child devel- Addiction Studies Track opment, racism, and minority issues; stress management; divorce mediation; aging; aca- MASTER OF SCIENCE IN MENTAL HEALTH demic resilience; women’s issues; feminist coun- COUNSELING (MS) seling; and counseling with African- American The Master of Science in Mental Health women. Counseling is a sixty-credit program designed to provide students with the courses necessary to sit for MASTER OF ARTS IN PSYCHOLOGICAL licensing to engage in practice as a Professional COUNSELING (MA) Counselor. Graduates are prepared to work within The Master of Arts in Psychological mental health treatment agencies and eventually to Counseling is a thirty-credit program that focuses on practice privately. Courses are designed to satisfy counseling techniques, assessment methods, and criteria prescribed by the New Jersey State Board of diagnosis and treatment. The curriculum is structured Professional Counselor Examiners. (However, it is so that students receive a solid foundation in coun- the student’s responsibility to ensure acceptability by seling procedure provided by the core courses (stu- the licensing agency.) PC 505, Mental Health dents must complete PC505, Mental Health Counseling, must be taken during the first term of Counseling during the first term of study) and study. In addition, because this sixty-credit degree is enables students to explore the current practices in a CACREP-accredited program in Mental Health the counseling field through elective credits. By com- Counseling, it may satisfy the educational require- bining academic course work with experiential study, ments for counselor licensure in other states. the Master of Arts in Psychological Counseling equips the student with proficiencies in the traditional Please refer to the curriculum chart in the appendix counseling field, as well as in emerging areas. for program requirements. All curriculum charts are detailed and displayed in Appendix “B.” MASTER OF ARTS IN PSYCHOLOGICAL COUN- • MS in Mental Health Counseling SELING – ADDICTION STUDIES TRACK (MA) The Master of Arts in Psychological

Monmouth University 67 68 Monmouth University

The School of Science Course Descriptions Course DEAN: Michael A. Palladino, PhD well as minors in Biology, Chemistry, Computer ASSOCIATE DEAN: Catherine N. Duckett, PhD Science, Information Technology, Mathematics, ASSISTANT DEAN: John A. Tiedemann, MS Physics, and Statistics and concentrations in Molecular Cell Physiology, Advanced Chemistry, Monmouth University’s School of Science is Biochemistry, Chemical Physics, Cytotechnology, a community of teacher-scholars actively fostering and Medical Laboratory Science. learning, quantitative reasoning, and scientific The School of Science also offers master’s inquiry among its majors and among all students. A degrees in Computer Science and Software goal of the School is to lead in the innovative devel- Engineering. The undergraduate BSSE program in opment and delivery of curricula and in providing Software Engineering is accredited by the creative solutions to problems that include significant Engineering Accreditation Commission of ABET, 111 technical components. Educational programs pro- Market Place, Suite 1050, Baltimore, MD 21202- vide a student-centered learning environment that 4012; telephone: (410) 347-7700. The Chemistry, builds a foundation for lifelong learning, critical think- Medical Technology, and Physics Department is ing, and collaborative, technical problem solving. approved by the American Chemical Society (ACS). Faculty scholarship interests include: original basic All qualified advanced chemistry, biochemistry, and and applied research in a range of disciplines and chemical physics degree recipients are eligible to School of Science scholarly work on science education and pedagogy. receive ACS certification of their degrees. The Undergraduate and graduate students are encour- degrees in Clinical Laboratory Science and Medical aged to participate in student-faculty collaborative Technology are accredited by the National Accrediting research projects leading to the acquisition and dis- Agency for Clinical Laboratory Sciences (NAACLS). semination of new knowledge in the sciences. All programs of study are directed toward preparing The School of Science offers undergradu- students for working and living in a multicultural, tech- ate degree programs in Biology, Chemistry, Clinical nologically complex, global environment. Laboratory Science, Computer Science, Marine and Studies in the School of Science provide Environmental Biology and Policy, Mathematics, students with a solid background in the technical Medical Technology, and Software Engineering, as aspects of their chosen scientific or engineering

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field, sufficient to prepare them for further study in tems architecture and integration; work in all graduate or professional programs, or to compete for phases of technology development from the lab access to employment opportunities in industry or to customer support; operations, administration, education. Core courses for the non-major stress the and maintenance (OA&M) of complex com- nature of the scientific enterprise and the benefits puter/communications environments; cus- and risks that scientific advances present to society tomer/client and vendor relationship manage- rather than the digestion of large doses of content ment, especially outsourcing; and processes for from the discipline. Both major and non-major quality technology realization and support. courses emphasize the importance of critical thinking and cooperative learning, clarify working to the sci- The Rapid Response Institute (RRI) provides entific method in posing and answering questions research opportunities in support of Homeland concerning the natural world, and explore the nature Security and Homeland Defense for School of of human problems for which technology may pro- Science faculty and adjuncts as well as high school vide solutions. teachers and students, undergraduate and graduate students, and contracted or visiting scientists. This RAPID RESPONSE INSTITUTE software engineering-based institute aims to develop decision-enhancing aids that enable early and Barbara T. Reagor, PhD. Director, Rapid Response enhanced threat identification and appropriate Institute. A Bellcore Fellow and former Telcordia response in the support of the chemical, biological, VP of Homeland Security, Dr. Reagor worked radiological, nuclear, and explosive events. These has for the past thirty-four years in the fields of same techniques can be applicable to homeland National Security Emergency Preparedness, security/counterterrorism, natural disaster, environ- Disaster Prevention and Recovery, Crisis mental crisis, and pandemic scenarios, and this dual- Management, Chemical Contamination, and ity provides an open, accessible, and reasonably Network Risk Assessment associated with inexpensive test bed for the development of proto- telecommunications and information technology types being designed to meet both domestic and mil- systems. itary needs. William Tepfenhart, PhD. Chief Technology Officer for the Rapid Response Institute and Associate URBAN COAST INSTITUTE Professor in the Department of Computer Science and Software Engineering. Dr. Anthony B. MacDonald, Director. Mr. MacDonald Tepfenhart’s experience ranges across a broad brings over twenty-five years of executive and pol- spectrum of activities (government, AT&T, and icy experience in coastal and ocean law and pol- Monmouth University). He has performed in the icy at the local, state, and federal level to the UCI. role of instructor, researcher, software devel- James Nickels, Marine Scientist, Urban Coast oper, and author. He is trained as a physicist, Institute. Mr. Nickels has worked for over twenty- and his areas of expertise include object-ori- five years on marine research, monitoring, sur- ented software development, artificial intelli- veying, and field operations in both the public gence, and software engineering. and private sectors. James Hammill, Research Scientist for the Rapid Response Institute and a Certified Disaster The Urban Coast Institute (UCI) serves the Recovery Planner. He was co-chair for the public interest as a forum for research, education, Response and Recovery Chapter with Dr. and collaboration that fosters the application of the Reagor for the MIPT publication “Project First best available science and policy to support healthy Responder.” He has also held positions at FEMA and productive coastal ecosystems and a sustain- and AT&T. able and economically vibrant future for coastal com- Robert M. Kelly Jr., MSEE Stanford University. munities. The UCI efforts focus on the following pro- Adjunct Professor, Monmouth University. gram areas: Synthesis of emerging and existing technologies • Coastal Law and Policy into useful applications; RFID, large scale sys- • Coastal Watershed Management

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• Coastal Communities and Economies including MRSA and MSSA and fungi and eluci- • Regional Ecosystem Management dating the comprehensive chemical mechanism for catalase (kinetic deviations and conformer BIOLOGY multiplicity). Ivan Gepner, Chair, Department of Biology Michael A. Palladino, Dean, School of Science and Associate Professor. PhD, University of Virginia. Pedram Patrick Daneshgar, Assistant Professor. Specializes in male reproductive biology and cell BA, University of Delaware; MS, Saint Joseph’s and molecular biology. Current research includes University; PhD, University of Florida. antimicrobial properties of male reproductive Ellen Doss-Pepe, Lecturer. PhD, Rensselaer organs, and cellular and molecular responses to Polytechnic Institute. Specializes in biochemistry, ischemia and hypoxia in the mammalian testis. protein folding and misfolding, and protein degra- Karen Pesce, Lecturer. PhD, Rutgers University. dation. Current interests include the relationship Specializes in environmental microbiology. Current of protein misfolding and degradation as underly- research interests include microbial community ing causes of neurodegenerative diseases. analysis and characterization of novel biodegrada- Dana J. Ehret, Instructor. PhD, University of Florida. tive genes from polluted environments. Specializes in vertebrate paleontology, herpetol- Dennis E. Rhoads, Professor. PhD, University of ogy, and conservation biology. Current interests Cincinnati. Specializes in biochemistry and neu- include the evolution of white and mako sharks, roscience. Current research on neurobiology of body size of extinct megatoothed sharks, and phy- alcohol and drug abuse. logeny and conservation biology of emydid turtles. John A. Tiedemann, Assistant Dean of the School of Ivan A. Gepner, Associate Professor. PhD, Princeton Science and Director of the Marine and University. Specializes in genetics and develop- Environmental Biology and Policy Program. MS, mental biology. Current interests include com- Florida Institute of Technology. Specializes in puter applications in biology, especially computer marine ecology, coastal zone management, modeling and simulation of natural phenomena. environmental science, and marine and environ- Ursula A. Howson, Assistant Professor. PhD, mental education. Current applied research University of Delaware. Specializes in marine involves watershed management strategies and ecology, ichthyology, and invertebrate zoology. best management practices for coastal nonpoint Current research includes physiological ecology source pollution. and behavior of larval and juvenile fishes, and image-based analyses of ontogenetic changes CHEMISTRY, MEDICAL TECHNOLOGY, AND in their morphology. PHYSICS Kathryn A. Lionetti, Associate Professor. PhD., Gregory Moehring, Chair, Department of Chemistry, State University of New York at Stony Brook. Medical Technology, and Physics Specializes in microbiology and molecular biology. Current interests include recombinant DNA Azzam S. Elayan, Lecturer. PhD, Wesleyan technology, apoptosis, and applications of University. Organometallic chemistry. Synthesis molecular biology in clinical diagnostic proce- and characterization of hybrid (organic-inor- dures and emerging viral diseases. ganic) polymers and catalytically active Dorothy Lobo, Associate Professor. PhD, The organometallic complexes; mechanisms of Catholic University of America. Specializes in metal-catalyzed processes, particularly those cell and molecular biology, and signal transduc- involving carbon-carbon bond-forming reactions. tion pathways. Current research includes the Bradley J. Ingebrethsen, Lecturer. PhD, Clarkson regulation of stress signaling pathways during University. Physical chemistry. Mass transport in cell proliferation and programmed cell death. aerosol systems, the fate of aerosols in the envi- James P. Mack, Professor. EdD, Teachers College, ronment and in the respiratory tract, and the Columbia University. Specializes in anatomy and physical chemistry of cigarette smoke. physiology. Current research includes: antimi- Robin R. Kucharczyk, Lecturer. PhD, Yale crobial effects of plant essential oils on bacteria University. Inorganic chemistry. Organometallic

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chemistry of molybdenum and approaches to Medicinal chemistry. Development of new deliv- teaching introductory chemistry. ery methods for API’s and/or genes. Massimilliano Lamberto, Associate Professor. PhD, University of Southampton (UK). Organic COMPUTER SCIENCE AND SOFTWARE chemistry. Small molecule synthesis for the inhi- ENGINEERING bition of telomerase by G-quadruplex DNA stabi- Jiacun Wang, Chair, Department of Computer lization; synthesis of novel chromophoric sys- Science and Software Engineering tems for dye-sensitized solar cells and sensor Joseph Chung, UNIX Administrator and Teacher applications; synthetic methodology. J. Luo, Lecturer. PhD, University of Pittsburgh. Michiko Kosaka, Associate Professor. PhD, New Analytical chemistry, Nanotechnology sensors York University. Interests include natural lan- for the real time monitoring of analytes. guage processing and artificial intelligence. S. Mallikarjun, Professor. PhD, University of Francis C. Lutz, Professor. PhD, New York London, UK. Primary field is liquid state physics. University. Interests include environmental engi- Current interests include study of crystals and neering and curricular innovation. Active in edu- international education. cational issues through the American Society for Gregory Moehring, Associate Professor and Chair. Engineering Education and the National Society PhD, Purdue University. Inorganic Chemistry. of Professional Engineers. Synthesis and NMR characterizations of transi- James McDonald, Associate Professor. PhD, New tion metal polyhydride compounds. York University. Interests include software verifi- Transformations of small molecules at transition cation and validation, project management, and metal polyhydride compounds. empirical software engineering. Datta V. Naik, Vice Provost, Dean of the Graduate Allen Milewski, Associate Professor. PhD, Brown School and Professor. PhD, University of Notre University. Areas of interest include human-com- Dame. Analytical-inorganic chemistry. Research puter interactions, contextual communication and interests are detection and control of process awareness, and global software development. gases, air quality, and spectroscopic methods of Mohammed S. Obaidat, Professor. PhD, Ohio State analysis. University. Interests include wireless communi- Ellen Rubinstein, Lecturer. PhD, University of Notre cations and networks, telecommunications and Dame. Polymer chemistry, water analysis related networking systems, security of network, infor- coastal lake eeutropification. mation, and computer systems, security of e- William L. Schreiber, Lecturer. PhD, University of based systems, performance evaluation of com- Rochester. Organic chemistry. Organic synthe- puter systems, algorithms, and networks, model- sis, process research, organic photochemistry, ing and simulation, high performance and paral- odor perception, and chemical education. lel computing/computers, applied neural net- Danuta Szwajkajzer, Lecturer. PhD, Rutgers works and pattern recognition, adaptive learning, University. Biophysical chemistry. Chemistry of and speech processing. proteins and nucleic acids, thermodynamics of Daniela Rosca, Associate Professor. PhD, Old drugs binding to DNA, mechanisms of recognition Dominion University. Interests include require- for biomolecules, and studies of structure and ther- ments elicitation, analysis and specification, and modynamic changes of nucleic acids oligomers. methodologies for the development and use of Tsanangurayi Tongesayi, Associate Professor. PhD, business rules. West Virginia University. Analytical chemistry. Richard Scherl, Associate Professor. PhD, Speciation, geochemical cycling, and bioavail- University of Illinois and University of Chicago. ability of heavy metals in the environment, tech- Interests include artificial intelligence (especially nologies and methods for the removal of toxic knowledge representation, automated reason- heavy metals and their compounds from drinking ing, and natural language processing), cognitive water, and analytical method development. science, and databases. Xudong Yuan, Scholar in Residence. PhD, William Tepfenhart, Associate Professor. PhD, University of Georgia College of Pharmacy. University of Texas. Interests include artificial

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intelligence, software architecture, and software GRADUATE CERTIFICATE IN COMPUTER SCI- design. ENCE: SOFTWARE SYSTEMS DESIGN AND Jack M. Van Arsdale, Associate Professor. MSEE, DEVELOPMENT Polytechnic Institute of New York. Interests The Graduate Certificate Program in include digital and microcomputer-based design, Computer Science: Software Systems Design and digital phase-lock loop frequency synthesis, and Development is specifically designed to provide digital synthesis. essential software development skills, including com- Jiacun Wang, Associate Professor and Chair. PhD, puter programming, data structures, algorithms, and Nanjing University of Science and Technology, operating systems for graduates of programs with China. Interests include software architecture, minimal or no computer science training. Those stu- Petri nets, real-time systems, discrete event sys- dents receiving the certificate will be: tems, telecommunications, and networking. • Knowledgeable of and competent in the Cui Yu, Associate Professor. PhD, National use of object-oriented programming lan- University of Singapore. Interests include data- guages and techniques, including base management systems, spatial databases, advanced features of Java and C++ and and information storage and retrieval. efficient code design; • Knowledgeable of fundamental data MASTER OF SCIENCE IN COMPUTER SCIENCE structures and computing algorithms; (MS) • Knowledgeable of operating system con- The Master of Science in Computer Science cepts, design, development, and applica- provides a broad background in graduate-level com- tions; puter science study. The thirty- to forty-five-credit • Able to design and develop computer pro- program allows the student to choose a thesis option grams of realistic and practical complexity, or a non-thesis option. Students may also choose to either as individuals or as part of a team. specialize in Computer Networks, Databases and Intelligent Information Systems, or Security of The certificate program will generally be a Information Systems and Networks. When the appli- three- to five-course sequence, depending on the cant has a strong background in computer science, prior programming skills of the applicant. A student such as a bachelor’s degree in computer science can be admitted to the certificate program with with excellent standing, up to fifteen credits “advanced standing,” having been given credit for rel- (CS501B-CS509) may be waived. Other majors may evant experience or courses taken previously. be required to take some or all of these courses. However, a student must take at least three courses These foundation courses must be completed with a in the sequence at Monmouth in order to receive the minimum GPA of 3.0, and all prerequisite courses certificate. If the applicant has some programming must be passed with a grade of “B-” or better. background, but insufficient or non-recent training with modern programming languages, he or she can Please refer to the curriculum charts in the appendix be conditionally admitted and required to take a sixth for program requirements. All curriculum charts are course, CS501A, as an alternative to delaying admis- detailed and displayed in Appendix “B.” sion while the programming prerequisite is being met. • MS Computer Science, Thesis or Non- The certificate program is intended to serve Thesis Track primarily part-time students employed by area busi- • MS Computer Science, Computer ness, education, and government organizations. It Networks, Thesis or Non-Thesis Track may also be an opportunity for professional develop- • MS Computer Science, Databases and ment, career change, or career enhancement in situ- Intelligent Information Systems, Thesis or ations where computer programming is a valued skill. Non-Thesis Track Upon completion of the program with a GPA of 3.00 • MS Computer Science, Security of or better, the student will receive a certificate and Information Systems and Networks, guaranteed admission to the Computer Science Thesis or Non-Thesis Track Graduate Program at Monmouth University. However, none of the certificate courses can be

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applied to the main eleven-course master’s degree 5. Reconcile conflicting project objectives, find- requirement. ing acceptable compromises within limitations of cost, time, knowledge, existing sys- Please refer to the curriculum chart in the appendix tems, and organizations; for program requirements. All curriculum charts are 6. Design appropriate software engineering detailed and displayed in Appendix “B.” solutions that address ethical, social, legal, • Certificate Software Systems Design and and economic concerns; Development 7. Understand and appreciate the importance of feasibility analysis, negotiation, effective MASTER OF SCIENCE IN SOFTWARE work habits, leadership, and good communi- ENGINEERING (MS) cation with stakeholders in a typical software Monmouth University was one of the first development environment; institutions in the United States to recognize the 8. Learn new models, techniques, and tech- newly emerging discipline of Software Engineering nologies as they emerge, and appreciate the by establishing a separate department to specialize necessity of such continuing professional in this strategic engineering discipline. The depart- development; ment offers a Master of Science Degree in Software 9. Analyze a current significant software tech- Engineering and two graduate certificate programs: nology, be able to articulate its strengths and the Certificate in Software Development and the weaknesses, and be able to specify and pro- Certificate in Software Engineering. mote improvements or extensions to that The objective of the master’s degree pro- knowledge. gram is for the student to master the necessary skills and knowledge that allow him or her to be an effec- All classes are held in the late afternoon, and tive member of a software development team. The most of our students are from New Jersey’s premier program’s educational objectives are to prepare stu- software industries. The department offers the entire dents so that upon graduation they will: program at the main campus of Monmouth 1. Show mastery of the software engineering University. The Master of Science in Software knowledge and skills and professional issues Engineering degree is a thirty-credit curriculum, with necessary to practice as a software engineer four core courses, four advanced elective courses, in a variety of application domains with and a six-credit thesis or practicum. The core demonstrated performance in at least one courses provide the student with the foundations of application domain; modern software engineering. When the applicant 2. Understand the relationship between soft- has a background other than computer science or ware engineering and systems engineering software engineering, up to twelve credits of founda- and be able to apply systems engineering tion courses may be required before registering for principles and practices in the engineering of the core courses. These foundation courses must be software; passed with a grade of “B-” or better. Students can 3. Show mastery of software engineering in at opt for writing a thesis or participating in a group least one specialty, such as embedded practicum for two semesters as their capstone expe- devices, safety critical systems, highly dis- rience before graduation. tributed systems, software engineering eco- For students who have already completed a nomics, or one of the knowledge areas of the bachelor’s degree in software engineering, the Graduate Software Engineering Reference department offers an advanced track, which gives Curriculum (GSWERC) body of knowledge; students the opportunity to earn a master’s degree 4. Work effectively as part of a team, including after completion of a thirty-credit curriculum. In addi- teams that may be international and geo- tion, students may choose between two paths within graphically distributed, to develop quality this track, the thesis or non-thesis option. If students software artifacts, and to lead in one area of choose the thesis option, they will complete the core project development, such as project man- courses, research and write a thesis over two semes- agement, requirements analysis, architec- ters, and choose and complete two pairs of advanced ture, construction, or quality assurance; elective courses. Students who choose the non-the-

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sis option will complete the core courses and choose ics, mathematics and culture, and philosophy of and complete three pairs of advanced elective mathematics. courses. Finally, all students will take one advanced Barbara Lynn Bodner, Professor. EdD, Rutgers elective course from the list of non-paired courses. University. Interests include heuristic process use in problem-solving, integration of computer Please refer to the curriculum charts in the appendix technology, and applications into the curriculum, for program requirements. All curriculum charts are as well as the study of mathematics from histor- detailed and displayed in Appendix “B.” ical and artistic perspectives. • MS in Software Engineering Suneal Chaudhary, Assistant Professor. PhD, • MS in Software Engineering, Advanced UCLA. Interests include mathematical and com- Track putational finance, economics, and Monte Carlo methods. SOFTWARE ENGINEERING CERTIFICATE Micah Chrisman, Assistant Professor. PhD, PROGRAMS University of Hawaii. Interests include algebraic The certificate in Software Development, topology, low-dimensional topology, and knot which includes fifteen credits of foundation courses theory. plus a three-credit project course, prepares students Joseph Coyle, Associate Professor. PhD, University to become proficient software developers. It also of Delaware. Interests include numerical analy- serves as a foundation for those who do not have the sis and inverse problems. necessary background but hope to enter the master’s Bonnie Gold, Professor. PhD, Cornell University. degree program. It is the ideal starting point for those Interests include philosophy of mathematics and holding bachelor’s degrees in disciplines other than innovation in undergraduate mathematics edu- software engineering or computer science who are cation. interested in a career in software engineering or who Betty Liu, Professor. PhD, University of Maryland. hope to do software development in their chosen field. Interests include numerical solution of differential The certificate in Software Engineering is an equations and mathematical modeling. eighteen-credit program that prepares graduates to David C. Marshall, Associate Professor and Chair, become effective members of a software development PhD, University of Arizona. Interests include team. Students gain an understanding of team capa- number theory, commutative algebra, and the bility, dynamics, and performance. Requirements theory of bilinear and quadratic forms. include the fifteen credits of core courses needed for Susan H. Marshall, Associate Professor. PhD, the Master of Science in Software Engineering, as well University of Arizona. Interests include number as a course (three credits) in software project man- theory, arithmetic geometry, and the learning and agement. (Up to fifteen credits of foundation courses teaching of proof. may also be required.) Upon completion of this pro- Emanuel Palsu-Andriescu, Lecturer. PhD, gram, students will have the ability to design software University of Rochester. Interests include that solves practical problems, a critical skill for career microlocal analysis, Colombeau generalized success and advancement. functions, and Fourier integral operators. Wai K. Pang, Assistant Professor. PhD, Texas Tech Please refer to the curriculum charts in the Appendix University. Interests include functional data “B” for program requirements. analysis, image analysis, and multi-sample prob- • Certificate in Software Development lems in Hilbert spaces • Certificate in Software Engineering Bruce Ralli, Lecturer. MS, Georgian Court University. Interests include teaching mathemat- MATHEMATICS ics and technology in the classroom. David C. Marshall, Chair, Department of Mathematics G. Boyd Swartz, Professor. PhD, New York University. Interests include computer modeling, Richard Bastian, Lecturer. PhD, Johns Hopkins object- oriented programming, and integration of University. Interests include applied mathemat- computer technology into the curriculum.

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Leon Hess Business School Course Descriptions Course DEAN: Donald M. Moliver, PhD Social Policy, which has been endowed through ASSOCIATE DEAN: Gilda Agacer, PhD generous gifts in the name of Jack T. Kvernland, a ASSISTANT DEAN: Noah Hart Jr, EdD late trustee of the University. Professor Guy Oakes MBA PROGRAM DIRECTOR: Douglas Stives, of the Management and Marketing Department cur- MBA, CPA rently occupies this chair. Professor Oakes is studying problems concerning the relationship between The Leon Hess Business School is dedi- corporate, public, and private values in American cated to providing an education that qualifies its life. The School also administers the Kislak Real graduates for positions of leadership. Curricula are Estate Institute, which is directed by Director Peter developed, taught, and regularly updated by a fac- Reinhart of the Economics, Finance, and Real Leon Hess Business School ulty with strong academic and business experience. Estate Department. Dean Moliver holds the Steven Critical thinking, effective communication skills, and and Elaine Pozycki Endowed Professor Chair in a flexible managerial perspective are emphasized. Real Estate. The Center for Entrepreneurship, The Leon Hess Business School is accredited by which is directed by Professor John Buzza, is also AACSB International — the Association to Advance part of the Business School. The Center has been Collegiate Schools of Business. regarded as one of the nation’s outstanding pro- The MBA program is designed to develop a grams in entrepreneurship. comprehensive background in the theory and prac- The top 20% of MBA graduates and 10% of tice of business management decision-making and undergraduate junior and senior students are eligi- concentrates on contemporary managerial respon- ble for election to Beta Gamma Sigma, the sibilities in a dynamic environment. All curricula International Honor Society for AACSB-accredited underscore the complexity and diversity of manage- business schools. rial decisions in the global economy. Instruction in small-size classes stresses close contact with fac- Student Honor Society: Beta Gamma Sigma ulty and promotes collaborative work. Within the Leon Hess Business School is the Kvernland Chair in Philosophy and Corporate

Monmouth University 77 Leon Hess Business School

ACCOUNTING development, and the history of economic Linda Flaming, Chair, Department of Accounting thought. Additional interests include economics education and the economic status of women. Gilda Agacer, Associate Professor and Associate Barrie Bailey, Associate Professor. PhD, University Dean of the Leon Hess Business School. PhD, of Central Florida. Research interests include University of South Carolina. Teaching interests international mutual fund performance and include financial and management accounting, finance education. advanced accounting topics, cost accounting, Andreas C. Christofi, Professor and Chair. PhD, and international accounting. Research interests Pennsylvania State University. Research inter- include the areas of auditor’s independence and ests include pricing of capital assets, invest- ethics, and total quality management. ments, fixed income securities, and international Linda Flaming, Associate Professor and Chair. PhD, finance. Additional interests include derivatives University of Oklahoma. Teaching and research and econometrics. interests are in auditing and decision-making. Y. Lal Mahajan, Associate Professor. PhD, Rutgers Yihong He, Associate Professor. PhD, Cleveland University. Research interests include economet- State University. Teaching interests include finan- ric models for credit unions, corporate finance, cial and managerial accounting, auditing, and portfolio analysis, and investment theory. Other international accounting. Research interests are interests include monetary policy effects on inter- in the areas of capital markets accounting and est rates, inflation, and the stock market. international accounting in the emerging markets. Donald M. Moliver, Professor, Dean of the Leon Paul J. Savoth, Associate Professor. JD, Seton Hall Hess Business School and the Steven and University; LLM, Villanova University; CPA, New Elaine Pozycki Endowed Professorship. PhD, Jersey. Interests include various areas of Virginia Polytechnic Institute, CRE, and MAI accounting, especially federal taxation and legal designations. Research interests include real environment of business. estate finance and valuation. Douglas Stives, Specialist Professor and MBA Patrick O’Halloran, Associate Professor. PhD, Program Director. MBA, Lehigh University. CPA; University of Wisconsin - Milwaukee. Principal New Jersey. Teaching interests are in the areas research interests are in labor economics, dis- of taxation. crimination, payment scheme, and econometrics. Nancy Uddin, Associate Professor. PhD, Rutgers Steven Pressman, Professor. PhD, New School for University. Research and teaching interests Social Research. Associate editor and book include the areas of auditing and accounting review editor of the Eastern Economic Journal, information systems. treasurer of the Eastern Economic Association, Minna Yu, Assistant Professor. PhD, Kent State and co-editor of the Review of Political University. Teaching interests include manage- Economy, an international journal of post- rial accounting, financial accounting, and inter- Keynesian economics. Primary fields of interest national accounting. Current research interests are macroeconomics, poverty and income distri- include analyst forecasts, accrual anomaly, and bution, public finance, and the history of eco- corporate governance. nomic thought. Ronald Zhao, Associate Professor. PhD, Texas Tech Peter S. Reinhart, Esq., Specialist Professor and University. Teaching and research interests are in Director of the Kislak Real Estate Institute. JD, the areas of cost and management accounting, Rutgers Law School, Camden. BA, Franklin and international accounting, and corporate finance. Marshall College. Served as Senior Vice President and General Counsel for Hovnanian ECONOMICS, FINANCE, AND REAL ESTATE Enterprises, Inc., for thirty-three years. Also Andreas C. Christofi, Chair, Department of served on the Council on Affordable Housing for Economics, Finance, and Real Estate ten years and was a member of the Real Estate Task Force of Governor Whitman’s Economic Nahid Aslanbeigui, Professor. PhD, University of Master Plan Commission. He was also a past Michigan. Specializes in globalization, economic president of the New Jersey Builders’

78 Monmouth University Leon Hess Business School

Association and is the current Chairman of New tions are human resource management, human Jersey Future. Mr. Reinhart has authored arti- relations, and active teaching methods. His cur- cles for Housing New Jersey, Tri-State Real rent research interests focus on developing Estate Journal, and New Jersey Lawyer. hybrid courses, employee behavior, and jobs of Benedicte Reyes, Associate Professor. PhD, the 21st century. Columbia University. Research interests include Roy Nersesian, Associate Professor. MBA, Harvard international corporate finance and capital mar- Business School. Interests lie in incorporating kets deregulation. quantitative content into management course Robert H. Scott III, Associate Professor. PhD, development. Author of ten books on simulation, University of Missouri at Kansas City. Research financial risk management, and energy. interests include credit cards, financial literacy, Guy Oakes, Jack T. Kvernland Professor of econometrics, and ecological economics. Philosophy and Corporate Social Policy. PhD, Cornell University. Primary research areas are MANAGEMENT AND DECISION SCIENCES the history and philosophy of the social sciences Joseph B. Mosca, Chair, Department of and the sociology of ethics. Management and Decision Sciences Stuart Rosenberg, Associate Professor. PhD, Fordham University. Research interests include Gwendolyn Y. Alexis, Associate Professor. PhD, case writing, managerial economics, and the New School for Social Research; JD, Harvard relationship between management and culture. Law School; MAR, Yale Divinity School. Primary area of focus is strategic management. Research interests include corporate gover- Eugene S. Simko, Associate Professor. MBA, Temple nance, international corporate responsibility, University, PhD, Baruch College of the City business ethics, global civil society, and religious University of New York. Primary area of research diversity. is comprehensive strategic management. Daniel Ball, Assistant Professor. PhD, University of Donald R. Smith, Associate Professor. PhD, Massachusetts. Primary interests include tech- University of California at Berkeley. Research nology and operations management, real interests include applied quantitative decision options, risk-based distributed decision-making, making, operations research, and management the modeling and simulation of complex sys- science. tems, logistics, operations research, manage- Charles Willow, Associate Professor. PhD, ment science, and system sustainability. University of Houston. Principal research and John S. Buzza, Specialist Professor and Director of teaching interests are in management informa- the Center for Entrepreneurship. MA, University tion systems, innovations management, e-com- of Phoenix. Primary interests include teaching, merce, technology management, and decision entrepreneurial endeavors, and philanthropic sciences. activities. Edward W. Christensen, Associate Professor and MARKETING AND INTERNATIONAL BUSINESS Vice President for Information Management, PhD, Min Hua Lu, Chair, Department of Marketing and Rutgers University. Specializes in management International Business information systems organization and administration, including the use of information technology to Susan Forquer Gupta, Associate Professor. PhD, support decision-making and strategy. University of Tennessee-Knoxville. Primary inter- Scott A. Jeffrey, Assistant Professor, BSC, MBA, ests include measuring and comparing culture Santa Clara University, PhD, University of and its effects on managerial decision making Chicago. Performs research on the use of incen- (B2B), consumer decision making, as well as tives and goal setting in organizations. cultural differences in branding meaning and Particularly focuses on non-cash tangible incen- branding in global markets. tives such as travel and merchandise. Amy Handlin, Associate Professor. PhD, New York Joseph B. Mosca, Associate Professor and Chair. University. Primary interests are in applications EdD, New York University. Primary specializa- of marketing to public policy and in the lobbying

Monmouth University 79 Leon Hess Business School

process, especially regarding small businesses MBA with a concentration in Healthcare regulated by state government. Management. The Leon Hess Business School also Min Hua Lu, Associate Professor and Chair. DBA, offers post-MBA certificates in Accounting and George Washington University. Primary interests Healthcare Management. are in strategic marketing management, interna- Students must complete a minimum of thirty tional/global marketing management, and global credits in the general MBA program, thirty-six credits sustainability of economics. in the Accounting Track and Healthcare Management David P. Paul III, Associate Professor. PhD, Old Concentration, and thirty-three credits in the Finance Dominion University; DDS, Virginia and Real Estate Tracks. Programs include core and Commonwealth University; Medical College of beyond-the-core courses as well as guided electives. Virginia. Primary interests are in marketing and After admission, permission is required to take healthcare management. courses at other institutions. Joseph Rocereto, Assistant Professor. PhD, Drexel University. Primary research interests are cus- Please refer to the curriculum charts in the appendix tomer loyalty, strategic branding, and integrated for program requirements. All curriculum charts are marketing communications. Other interests detailed and displayed in Appendix “B.” include the use of color in marketing communi- • MBA cations and the effects of self-concept congruity • MBA Accounting Track constructs. • MBA Finance Track Michaeline Skiba, Associate Professor. EdD, • MBA Real Estate Track Columbia University. Research interests include • MBA with a Concentration in Healthcare healthcare education, management challenges Management within managed care settings, social and behavioral issues associated with pharmaceutical pro- The State of New Jersey requires candi- motions and marketing strategy, and general dates for the CPA examination to have completed a management development topics. minimum of 150 credit hours of higher education. The MBA helps students comply with the 150-credit MASTER OF BUSINESS ADMINISTRATION (MBA) rule while earning a graduate degree. The require- The mission of the MBA Program is to serve ment can be satisfied in either of two ways: (1) stu- well-qualified graduate students who are committed dents who have obtained an undergraduate to pursuing higher levels of professional responsibil- Accounting degree may continue to earn a general ity, enhancing their competencies, and improving their MBA; (2) students who have undergraduate degrees value to the organizations they serve. The graduate in fields other than Accounting may earn an MBA with program combines management theory and practice a specialization in Accounting. Students who have an in a contemporary managerial context. Curricula undergraduate Accounting degree are not encour- underscore the complexity and diversity of manage- aged to pursue the MBA Accounting Track. rial decisions in national and global economies. Students learn in small classes that promote close Please refer to the curriculum charts in the appendix interaction with our business faculty and also benefit for program requirements. All curriculum charts are from the special contributions of visiting lecturers. detailed and displayed in Appendix “B.” Five MBA options are open to students: a • Post-MBA Certificate in Accounting general MBA (which may be pursued either in a reg- • Post-MBA Certificate in Healthcare ular or accelerated mode), an MBA Accounting Management Track, a Real Estate Track, a Finance Track, and an

80 Monmouth University

School of Education Course Descriptions Course DEAN: Lynn Romeo, EdD degree, as well as a Master of Arts in Teaching ASSOCIATE DEAN: Jason Barr, PhD (MAT) degree, that leads to an initial certification Education (Elementary Track, Secondary Track, K-12 Track for The School of Education (SOE) was estab- Art, Health and Physical Education, Music, Chinese, lished in 1995 to broaden and increase support for Spanish, and Early Childhood Elementary Track) Monmouth University’s education programs. The with options of blending various endorsements, goal of the School is to provide highly effective pro- such as Teachers of English as a Second Language grams to prepare practitioners who can help all stu- (ESL), Teachers of Students with Disabilities (TSD), dents to learn in diverse school settings. Candidates Middle School Teachers, and Supplemental are mentored by a diverse faculty that models best Instruction in Reading and Mathematics. A Subject practices grounded in research. The School seeks Endorsement in Chinese – Certificate of Eligibility to foster collaboration and partnerships among with Advanced Standing (CEAS), endorsements in University faculty, students, staff, school practition- English as a Second Language, Bilingual/Bicultural, ers, and community representatives to improve stu- a certificate in Teaching English to Speakers of dent achievement. Programs are rooted in the belief Other Languages (TESOL), and a post-master’s that all students can learn and are guided by four certificate in Curriculum Studies or Education are key themes: (1) the importance of both pedagogical also available. The Department of Educational and content knowledge and a commitment to life- Leadership, School Counseling, and Special long learning, (2) an emphasis on collaboration and Education offers a Master of Science in Education partnerships with schools and local communities, degree in the areas of Principal (with an option for (3) the important role played by cultural diversity Principal/School Administrator Track), School and individual differences in the teaching/learning Counseling (with an option for Student Affairs and process, and (4) the need to develop educational College Counseling Track), Reading Specialist, and leadership skills consistent with professional ethics. Special Education (with an option for Teacher of The School of Education consists of two Students with Disabilities, Autism, Teaching in departments. The Department of Curriculum and Inclusive Settings, or Learning Disabilities Teacher Instruction offers a Master of Education (MEd) – Consultant Tracks); graduate endorsements in

Monmouth University 81 Education

Early Childhood, Teacher of Students with Wendy Harriott, Associate Professor and Chair. Disabilities, and Student Assistance Coordinator; PhD, Pennsylvania State University. Professional and post-master’s endorsements in Supervisor, interests include special education, behavior Learning Disabilities Teacher Consultant, Director of management, pre-service and in-service teacher School Counseling Services, and School Business training. Administrator. A certificate in Autism is also available. Jiwon Kim, Lecturer. BA, MA, Korea University, The SOE programs emphasize state and Seoul, South Korea; PhD, Purdue University. national curriculum standards and research-based Stacy Lauderdale, Assistant Professor. PhD, best practice designed to improve student learning University of California, Riverside. Professional and to prepare P-12 students to be successful in the interests include Autism Spectrum Disorders. 21st-century global economy. Programs are Bruce A. Normandia, Associate Professor. EdD, designed to improve a candidate’s critical thinking, Rutgers University. Professional interests communication, and problem-solving skills as these include equity and access to important mathe- apply to K-12 student learning. The School’s pro- matics for all learners. grams also integrate state-of-the-art computer tech- William Stanley, Professor. EdD, Rutgers University. nologies that can be applied in K-12 classrooms, Professional interests include foundations, cur- school administration, and student counseling. The riculum development, and social studies. School has its own computer lab and offers its own Dorothy Varygiannes, Lecturer. EdD, Seton Hall online and Web-enhanced courses. University. Specialty is mathematics education. The School’s graduate faculty members are experienced practitioner-scholars whose teaching MASTER OF EDUCATION (MEd) reflects the most recent theory and research that Please refer to the curriculum chart in the appendix candidates can apply as best practice in diverse for program requirements. All curriculum charts are classroom and school settings to develop effective detailed and displayed in Appendix “B.” schools and improve student learning. All programs • MEd Master of Education incorporate integrated field experiences to enable candidates to work with students in actual school set- MASTER OF ARTS IN TEACHING (MAT) tings and encourage interaction with teachers, MAT students are expected to have com- administrators, and community representatives. pleted the content discipline prior to beginning the graduate program. Some Monmouth University stu- CURRICULUM AND INSTRUCTION dents are admitted to graduate study before a coher- Wendy Harriott, Chair, Department of Curriculum ent sequence of at least thirty credits in a recognized and Instruction liberal arts discipline (e.g., art, English, mathematics) has been completed. These students are expected to Judith Bazler, Professor. EdD, University of do all remaining undergraduate course work at Montana. Specialty is curriculum design and sci- Monmouth. In cases where the student is unable to ence education and informal science (e.g., take the appropriate classes at Monmouth due to museums). Founder of the Smart Discovery time conflicts, the students may be given permission Center, Bethlehem, Pennsylvania. to take one or all of these discipline-specific courses Laurel Chehayl, Assistant Professor. PhD, Kent at a two-year institution. In these limited cases, the State University. Curriculum and Instruction: Monmouth University MAT students who obtain per- Teacher Education, Secondary Literacy, mission to enroll at two-year institutions while in the Curriculum Studies. MAT program may transfer the credits to Monmouth Letitia Graybill, Lecturer. EdD, Rutgers University. during their last semester in the MAT program. These Professional interests include issues in science credits will be posted to a Monmouth University and society and applications of computer tech- undergraduate transcript after completion of their nology to classroom teaching. MAT program so as to comply with New Jersey Code Section 6A:9-5.11.

82 Monmouth University Education

Please refer to the curriculum charts in the appendix • MAT Initial Certification, K-12 for program requirements. All curriculum charts are (Certification K-12 Track and Subject detailed and displayed in Appendix “B.” Endorsement); • MAT Initial Certification, Early Childhood K-12 Certification in: Spanish or Chinese Elementary Track (P-3 Early Childhood • MAT Initial Certification, Spanish or Certification with Elementary K-5 Chinese K-12 Subject Specific with Certification) Endorsement in English as a Second • MAT Initial Certification, Elementary Track Language (ESL) (K-5 Elementary Certification) • MAT Initial Certification, Elementary Track EDUCATIONAL LEADERSHIP, SCHOOL (K-5 Elementary Certification) with COUNSELING, AND SPECIAL EDUCATION Endorsement in Teacher of Students with Tina Paone, Chair, Department of Educational Disabilities Leadership, School Counseling, and • MAT Initial Certification, Elementary Track Special Education (K-5 Elementary Certification) with Endorsement in English as a Second Harvey Allen, Assistant Professor. EdD, Rutgers Language (ESL) University. Areas of professional interest include • MAT Initial Certification, Elementary Track mathematics, interdisciplinary teaming, and mid- (K-5 Elementary Certification) with dle school design. Teacher of Supplemental Instruction in Jason Barr, Associate Professor and Associate Reading and Mathematics Dean. PhD, Fordham University. Trained in • MAT Initial Certification, Elementary Track developmental theory with specific emphasis on and Middle School Endorsement Track the application of developmental theory. Areas of (K-5 Certification with Content interest include empathy in adolescence and Specialization Endorsement 5-8); children’s task persistence. Elementary Track and Middle School Mary Lee Bass, Lecturer. EdD, Rutgers University. Endorsement in: English, Social Studies, Areas of interest include strategy instruction, Science, or Mathematics content literacy, early literacy, adult literacy • MAT Initial Certification, Secondary Track instruction, pre-service teacher training, and with 9-12 Certification and Subject developmental reading instruction. Endorsement in English, Social Studies, Mary Brennan, Specialist Professor. MS, Lehman Mathematics, Biology, Chemistry, and College. Areas of interest include learning dis- Physical Science abilities assessment and education, student • MAT Initial Certification, Secondary Track advocacy, and in-service training. with 9-12 Certification and Subject JoAnne Cascia, Assistant Professor. EdD, Nova Endorsement in English, Social Studies, Southeastern University. Professional interests Mathematics, Biology, Chemistry, and include language development and disorders, Physical Science with Endorsement in articulation disorders, sensory integration disor- English as a Second Language (ESL) ders, autism, and supervision. • MAT Initial Certification, Secondary Track Carolyn Groff, Assistant Professor. PhD, Rutgers with 9-12 Certification and Subject University. Specialty is literacy/language arts Endorsement in: English, Social Studies, and elementary education. Mathematics, Biology, Chemistry, and Pamela Jones, Specialist Professor. MA Audiology, Physical Science with Endorsement in Montclair University; MA Speech-Language Teacher of Students with Disabilities Pathology, Kean University. Professional inter- • MAT Initial Certification, K-12 (Certification ests include early identification of hearing loss K-12 Track and Subject Endorsement); K- and central auditory processing disorders, apha- 12 Certification in: Art, Health and sia, craniofacial disorders including cleft palate, Physical Education, and Music autism, language disorders, and feeding and swallowing disorders.

Monmouth University 83 Education

Jose M. Maldonado, Associate Professor. PhD, • MSEd Special Education - Learning University of Arkansas. Areas of interest include Disabilities Teacher-Consultant Track multicultural counseling and school counseling. • MSEd Special Education - Autism Track Cynthia O’Connell, Specialist Professor. MEd, The College of New Jersey, Post Master’s Certificate CERTIFICATE PROGRAMS in School Counseling, Director of School The School of Education at Monmouth Counseling and Student Assistance Coordinator, University also offers certificate programs. The post- Georgian Court University. Professional interests baccalaureate TESOL Certificate program provides include school counseling topics such as school training to those who are not certified K-12 classroom climate change, at-risk youth, careers, and spiri- teachers but are interested in receiving formal tuality in counseling. TESOL training. This training enables them to teach Tina Paone, Associate Professor and Chair. PhD, English as a Second Language in adult communities University of Nevada, Reno. Areas of profes- or abroad. sional interest include school counselor, educa- The Autism Certificate is a completely online tion and supervision, group counseling, sub- certificate program recommended for teachers, stance abuse awareness programs, and play related service providers, and Child Study Team mem- therapies. bers or other professionals to develop a clear under- Lynn Romeo, Dean and Associate Professor. EdD, standing of the characteristics of students with Autism Rutgers University. Areas of professional interest Spectrum Disorders, as well as to learn effective, include literacy, comprehension instruction, research-based teaching strategies; social, commu- mentoring, and electronic dialoguing. nicative, and behavioral interventions; and valuable Terri Rothman, Associate Professor. PhD, supports for use within the educational environment. University of Albany, State University of New The School of Education also offers two post- York. Areas of interest include factors that pro- master’s certificate programs: Curriculum Studies mote success for at-risk children (including chil- and Education. The Curriculum Studies program is a dren with disabilities and chronic health prob- fifteen-credit, highly personalized program, designed lems), multicultural approaches to child develop- to meet the professional interests and individual goals ment, social and psychological foundations of of the candidates. All of the courses in this program education, and applied research. are hybrid courses that mix both classroom and Lilly Steiner, Assistant Professor. EdD, Boston online learning. This certificate provides candidates University; MA, University of North Dakota; BA, with a comprehensive examination of the field, University of Wisconsin-LaCrosse. Research authentic experience working in their field of expert- interests include family literacy and creating ise, and a critical exploration of their role as leaders. strong home-school partnerships. The Certificate in Education accommodates candidates’ diverse needs for courses in a variety of fields MASTER OF SCIENCE IN EDUCATION (MSEd) and areas of interest. The program offers a unique Please refer to the curriculum charts in the appendix opportunity to engage in a concerted course of study for program requirements. All curriculum charts are that offers a purposeful examination of issues signifi- detailed and displayed in Appendix “B.” cant in education today. A critical examination of the • MSEd Principal role of the classroom teacher is also offered. • MSEd Principal/School Administrator Track • MSEd Reading Specialist ENDORSEMENTS • MSEd School Counseling The School of Education at Monmouth • MSEd School Counseling - Student University also offers six graduate endorsements: Affairs and College Counseling Track Bilingual/Bicultural, English as a Second Language • MSEd Special Education - Teacher of (ESL), Early Childhood, Teacher of Students with Students with Disabilities Track Disabilities, Student Assistance Coordinator, and a • MSEd Special Education - Teaching in Subject Endorsement in Chinese – Certificate of Inclusive Settings Track Eligibility with Advanced Standing (CEAS); and four post-master’s endorsements: Supervisor, Director of

84 Monmouth University Education

School Counseling Services, Learning Disabilities The New Jersey education endorsements Teacher-Consultant, and School Business can be obtained after the completion of a program if Administrator. These programs are for teachers and the student takes the following course work: counselors who wish to change specialties or enhance their skills in dealing effectively with diverse • Bilingual/Bicultural Endorsement populations in the schools. Students may earn grad- EN563 Language and uate endorsements without matriculating into a mas- Linguistics ...... 3.0 credits ter’s degree program. Post-master’s endorsements ED583 Theories and Practice of ESL require a master’s degree as a prerequisite. All pro- Instruction, Part I...... 3.0 credits grams are approved by the New Jersey State ED584 Theories and Practice of ESL Department of Education. Instruction, Part II ...... 3.0 credits The subject endorsement in Chinese - ED586 Bilingual Education: Theories Certificate of Eligibility with Advanced Standing and Practice ...... 3.0 credits (CEAS) is a twenty-four-credit non-degree program TOTAL ...... 12.0 credits (fifteen credits of course work and nine credits of student teaching) that prepares teachers for K-12 • English as a Second Language (ESL) Chinese classrooms. Students may apply directly to Endorsement the program after earning a bachelor’s degree in the EN563 Language and Chinese language and culture or equivalent. Linguistics ...... 3.0 credits Students with a strong Chinese language and culture ED606 Human and Intercultural Relations background who are seeking a career change to (for MEd students) ...... 3.0 credits become a first-time teacher may also apply. EDL575 Methods of Teaching Language Arts and Content Literacy at the *Subject Endorsement in Chinese – Certificate Elementary Level of Eligibility with Advanced Standing (CEAS) or ED510 Foundations of ED529 Content Literacy ...... 3.0 credits Education ...... 3.0 credits ED550 Teaching Diverse ED550 Teaching Diverse Populations ...... 3.0 credits Populations ...... 3.0 credits ED583 Theories and Practice of ED582 World Language ESL Instruction, Part I. . . . 3.0 credits Education ...... 3.0 credits ED584 Theories and Practice of FO599 Independent Study in the Teaching ESL Instruction, Part II . . . 3.0 credits of World Languages . . . . . 3.0 credits TOTAL ...... 18.0 credits ED599 NCATE for Chinese...... 3.0 credits FO- • Graduate Endorsement: Early Childhood LTIOPI Oral Proficiency Chinese EDL502 Development and (a) (b) (Interim High) . . . . . 0.0 credits Learning ...... 3.0 credits ED593 Student Teaching EDL521 Early Childhood Family. . . 3.0 credits or EDL522 Early Literacy and Language ED594 Supervised Teaching. . . . . 9.0 credits Development...... 3.0 credits TOTAL ...... 24.0 credits EDL560 Early Childhood Assessment Curriculum...... 4.0 credits * Subject certification in Chinese requires a mini- TOTAL ...... 13.0 credits mum of thirty credits in a coherent sequence in the language and cultures of China. a) LTIOPI taken with Language Testing International at www.languagetesting.com b) Passing score required prior to student/supervised teaching

Monmouth University 85 Education

• Graduate Endorsement: Student Assistance EDS534 Classroom Management in Coordinator Inclusive Settings ...... 3.0 credits PC540 Introduction to Alcohol and EDS552 Methods of Teaching Students Drug Abuse ...... 3.0 credits with Disabilities ...... 3.0 credits PC515 Risk and Resiliency in Children EDS572 Assessment Strategies and Application and Adolescents in the Classroom ...... 3.0 credits or TOTAL ...... 21.0 credits EDC510 Human Growth and Development or • Post-Master’s Endorsement: Learning SW509 Human Behavior in the Disabilities Teacher-Consultant Social Environment ...... 3.0 credits EDL515 Advanced Literacy PC546 Substance Awareness Instruction ...... 3.0 credits in the Schools EDS532 Physiological Aspects or of Learning ...... 3.0 credits SW628 School Social Work...... 3.0 credits EDS550 Learning Theories and Applications PC542 Treatment of Alcohol and in Inclusive Settings . . . . . 3.0 credits Substance Abuse EDS537 Collaborating with Families, Students, or and Professionals in Community and EDC/ Educational Settings . . . . . 3.0 credits SW604 Clinical Practice in EDS568 Advanced Instructional Methods Addiction ...... 3.0 credits in Special Education . . . . . 3.0 credits PC510 Community Mental Health EDS570 Assessment and Curricula or Interventions and SW518 Global Community Strategies ...... 3.0 credits Practice ...... 3.0 credits EDS590 Diagnosis and Correction of or Learning Disabilities . . . . . 3.0 credits EDC555 School Counseling Program EDS610 Internship in Learning Disabilities Planning and Practice. . . . 3.0 credits Teacher-Consultant...... 3.0 credits PC680 Clinical Internship TOTAL ...... 24.0 credits or EDC610 SAC Internship • Post-Master’s Endorsement: Supervisor or EDL536 Instructional Theory and Curriculum SW630 Field Practicum III ...... 3.0 credits Design, P-12 ...... 3.0 credits TOTAL ...... 21 credits EDL569 Public School Supervision ...... 3.0 credits • Graduate Endorsement: Teacher of Students EDL582 Practicum in Supervision and with Disabilities Curriculum, P-12 ...... 3.0 credits EDL515 Advanced Literacy EDL593 Administration, Supervision, and Instruction ...... 3.0 credits Consultation in Literacy . . 3.0 credits EDS535 Technology and Students TOTAL ...... 12.0 credits with Disabilities ...... 3.0 credits EDS537 Collaborating with Families, Students, and Professionals in Community and Educational Settings . . . . . 3.0 credits EDS500 Integrated Approach to Foundations of Special Education . . . . . 3.0 credits

86 Monmouth University Education

• Post-Master’s Endorsement: Director of School Counseling Services EDL530 School Law ...... 3.0 credits EDC565 Supervision of Counselors ...... 3.0 credits EDL536 Curriculum Development and Design ...... 3.0 credits TOTAL ...... 9.0 credits

• Post-Master’s Endorsement: School Business Administrator EDL504 Introduction to Educational Leadership, P-12...... 3.0 credits EDL530 School Law and Policy . . . 3.0 credits EDL531 Economics and School Business Leadership. . . . . 3.0 credits EDL532 Human Resource Management and School Finance ...... 3.0 credits EDL534 Principles of Accounting for School Business Administrators . . 3.0 credits EDL535 School Facilities Planning and Management ...... 3.0 credits TOTAL ...... 18.0 credits

Monmouth University 87 88 Monmouth University The Marjorie K. Unterberg School of

Nursing and Health Studies Course Descriptions Course DEAN: Janet Mahoney, PhD Registered nurses with a bachelor’s degree ASSOCIATE DEAN: Sharon W. Stark, PhD in a field other than nursing can bridge into the master’s program by taking only three upper-division The Marjorie K. Unterberg School of Nursing nursing courses prior to taking courses in the MSN and Health Studies was established in 1998. The track of his or her choice. Students are allowed to school offers an upper-division Bachelor of Science in take preparatory nursing courses concurrently with Nursing (BSN) program for registered nurses; an RN graduate courses when scheduling allows. The to MSN Direct Program for registered nurses; a Master School also houses the Sigma Theta Tau student of Science in Nursing (MSN) degree for nurses seek- honor society, Lambda Delta Chapter, the ing preparation as an adult and gerontological or fam- International Nursing Honor Society and Eta Gamma ily nurse practitioner, nurse administrator, nurse edu- Sigma National Health Education Honor Society. cator, school nurse, family psychiatric and mental The School of Nursing and Health Studies health nurse practitioner, or forensic nurse; and a post- reflects in its philosophy the mission of Monmouth master’s Doctor of Nursing Practice (DNP) degree for University: to provide a learning process and envi- Nursing and Health Studies nationally certified nurse-practitioners and nurse exec- ronment that enables students to realize their full utives. Five post-master’s certificates are available for potential and enhance the quality of life for individu- master’s degree-prepared nurses seeking preparation als, families, groups, and the community. Advanced as an adult and gerontological or family nurse practi- nursing practice facilitates cost-effective consumer tioner, nurse administrator, family psychiatric and men- access to healthcare services of high quality and tal health nurse practitioner, or nurse educator. fosters consumer responsibility for informed deci- Graduate certificates are available for school nurses sion-making with respect to self care. and forensic nurses. We also offer a health studies The mission of the BSN program at major for non-nursing majors; a health studies/physical Monmouth University is to prepare registered education major; a health studies/physical education nurses for professional practice through integration and education major; a health studies minor for non- of a general, liberal education with professional nursing majors; and an undergraduate interdisciplinary learning and activity. The professional component of certificate in gerontology. this education is designed to prepare professional

Monmouth University 89 Nursing and Health Studies

nurses to promote, restore, and maintain health for responsibilities as healthcare continues to change, individuals, families, groups, and the community. the faculty looks to baccalaureate education to pro- The faculty believes that nursing is a learned vide students with knowledge of nursing science, profession with a unique body of knowledge. Nursing enabling them to develop their personal philosophy is not only a science arrived at through scientific and framework for nursing practice. This framework research but also an art which reflects the perform- encompasses an understanding of the past, the ance of skilled tasks and human interaction. Such present, and the emerging roles of the professional breadth of professional knowledge can only be nurse. To fulfill the expanding role of professional attained within the system of higher education. The nursing, baccalaureate education is essential. baccalaureate is the first professional degree in nurs- The MSN program was established in 1995 ing. It prepares a generalist and is the basis for grad- and was designed to meet the needs of clients in the uate study and continuing education in nursing. Central New Jersey area for nurses with advanced Professional nursing education focuses on nursing degrees and/or certifications. In addition, it the development of an accountable practitioner and strives to serve the needs of nurses seeking responsible citizen. Professional nurses need knowl- advanced education. Specializations are offered in: edge of the liberal arts and sciences in order to Adult Nurse Practitioner, Family Nurse Practitioner, understand the interrelating factors that influence the Family Psychiatric and Mental Health Nurse health of individuals and society. This knowledge Practitioner, Nursing Administration, Nursing facilitates their special obligation to promote a Education, School Nursing, and Forensic Nursing. healthy environment for all persons. Further, this Graduates of the program are prepared to take the knowledge enriches the conceptual base that sup- appropriate certification exam. ports both critical thinking and ethical decision-mak- The DNP program was established in 2011 ing expected of the professional nurse. and was designed to address the complexity of health- Education for nursing is idealistic and future- care systems by producing clinical leaders who can oriented yet sufficiently realistic to provide students excel in highly complex and rapidly evolving health- with an opportunity to develop justifiable confidence care environments. The DNP is designed for nationally in their intellectual, as well as clinical, proficiency in certified nurse practitioners and nurse executives. the practice of nursing. This preparation can occur only within an environment that allows for individual Student Honor Society: Sigma Theta Tau, Lambda differences and fosters personal integration, healthy Delta Chapter - Theta Tau, the International self-esteem, vital social awareness, enjoyment of Nursing Honor Society. leisure, and a sense of commitment to the attitudes and values of the nursing profession. The faculty believes that education is an HEALTH STUDIES AND PHYSICAL EDUCATION active, ongoing process involving student-teacher James Konopack, Chair, Department of collaboration and that learning is an experiential Health Studies and Physical Education activity. They believe that the teaching-learning process involves not only the teacher and the student NURSING but also the social system within a framework of Rose Knapp, Chair, Nursing Department dynamic relationships that promotes the change and growth of individuals. It is recognized that students Bojana Beric, Assistant Professor. PhD, Steinhardt have the ultimate responsibility for their own learning School of Education, New York University. MD, and professional growth. University of Novi Sad, Serbia, medical faculty; Students are viewed as unique individuals MA, Montclair State University, NJ. Certified with varying learning styles. Therefore, a variety of Health Education Specialist (CHES). Specialty experiences and teaching strategies are used within areas and interests include preparation of public the program to enhance the development of cognitive, health workforce, methods of communicating affective, and psychomotor abilities within the student. health information, health promotion, global In the belief that professional nurses must health issues, and teaching. possess the capacity to modify their roles and

90 Monmouth University Nursing and Health Studies

Tresa Dusaj, Assistant Professor. PhD (c), Rutgers James F. Konopack, Associate Professor and Chair, University; BSN, Johns Hopkins University; MS, Department of Health Studies and Physical New York University. Specialty areas include Education. PhD, University of Illinois, Health nursing education, technology, and pediatrics. Studies. Specialty interest areas include physi- Kathryn Fleming, Specialist Professor. PhD, MSN, cal activity, aging, and health promotion. CPHG University of Medicine and Dentistry of Janet Mahoney, Professor and Dean. PhD, APN- New Jersey. Specialty areas include nursing BC, ENA, New York University. Specialty areas informatics, quality management, and process and interests include nursing research, nursing improvement. administration, and gerontological nursing. Cira Fraser, Associate Professor. PhD, Adelphi Marta Neumann, Lecturer. PhD, Academy of University, RN, ACNS-BC. Specialty interest Physical Education, Wroclaw, Poland. BA, MA, areas include nursing research, chronic illness, College of Physical Education, Wroclaw, Poland. and multiple sclerosis. Specialty areas and interests include exercise Christopher A. Hirschler, Assistant Professor and physiology, physical education, physical fitness Faculty Director of Study Abroad. PhD, and yoga. Cleveland State University. Specialty area inter- Sue Polito, Specialist Professor. MSN, Monmouth ests include health studies topics, vegan beliefs, University. Adult and Geriatric Nurse Practitioner. and environmental issues. Specialty areas include healthy aging, cognitive Andrea Hope, Assistant Professor. EdD, CHES, decline, and end-of-life care. Teachers College, Columbia University. Julie Schaaff, Lecturer. MS, University of Delaware. Specialty areas and interests include physical Specialty areas include biomechanics, mind- activity and nutrition, childhood obesity preven- body fitness and health studies. tion, development of worksite health promotion Patricia Sciscione, Specialist Professor. PhD (c), programming, and women’s health. Seton Hall University. MSN, Kean University. Mariama Hubbard, Assistant Professor. DNP, RN, Certified School Nurse. Specialty areas and APN-C, FNP-BC, ACNS-BC, CWOCN, University interests include school nursing and emergency of Medicine and Dentistry New Jersey. Specialty nursing. areas and interests include family nurse practi- Sharon W. Stark, Associate Professor and tioner, adult health, wound ostomy care, chronic Associate Dean. PhD, Widener University. Adult diseases, and online education. and Gerontological Nurse Practitioner. Certified Laura T. Jannone, Associate Professor and Director Forensic Nurse (CFN). NAPG Credentialed of the MSN Program. EdD, Teachers College, Professional Gerontologist. Specialty areas and Columbia University. NJ-CSN, FNASN. interests are gerontology/geriatrics, adult nurs- Specialty areas and interests are tobacco pre- ing, health education, and forensic nursing. vention and cessation, school nursing, and Mary Ann Troiano, Associate Professor and health policy. Assistant Director of the DNP Program. DNP, Barbara Johnston, Professor, Hess Chair and Waynesburg University. Family Nurse Director of the DNP Program. PhD, RN, CNE, Practitioner. Child Care Health Consultant. Hofstra University. Specialty areas and interests Specialty areas include women’s health, adoles- include gerontological topics, pharmacology, and cents, and child care. distance education. Laura Kelly, Associate Professor. PhD, Rutgers MASTER OF SCIENCE IN NURSING (MSN) University. Adult Psychiatric Clinical Nurse The faculty of the School of Nursing and Specialist and Family Psychiatric Nurse Health Studies believe that the Monmouth University Practitioner. Specialty areas include sexually graduate programs in nursing prepare the graduate transmitted diseases and lesbian health concerns. for advanced nursing practice and extend the values Rose Knapp, Assistant Professor and Chair of the of autonomy, leadership, and professionalism that Nursing Department. DNP, University of Miami. are stressed in the undergraduate nursing program Specialty interest areas include acute care issues, to the nurse prepared at the graduate level. The func- disaster preparedness, and primary care issues. tion of the graduate is to promote, restore, and main-

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tain health and/or allow for a peaceful, dignified ence. This level of education enables students to per- death. Advanced nursing practice requires master’s fect their personal philosophy for advanced nursing preparation and, where available, certification in a practice, to understand the emerging roles of the pro- specialty area of practice by a recognized nursing fessional nurse, and to modify their roles and respon- certification program. Advanced nursing practice is sibilities as healthcare continues to change. Students based on a unique body of knowledge derived from may transfer a maximum of nine credits to be applied scientific research and clinical practice. This knowl- toward the master’s degree, provided the courses edge base enhances the graduate’s ability to synthe- were completed with a grade of “B” or better and that size interrelating factors that influence the health of the courses are appropriate for the graduate track. individuals and populations in their environment. The faculty believes that the nurse in advanced practice MSN School Nursing for Non-Certified Nurses is proficient in a defined body of knowledge and a School Nurses who are emergency-certified selected area of nursing practice. The nurse in through the New Jersey State Department of advanced practice may work in an independent set- Education or who work full-time as a school nurse for ting or in collaborative practice with others. a minimum of six months may have NU 587P waived The nurse in advanced practice implements if they provide a letter of verification from a school the roles of educator, researcher, advocate, clinician, official. School Nurse Students who show evidence consultant, collaborator, and manager of systems of teaching health in a school system may have NU through independent nursing assessment, diagnosis, 588P waived if they provide a letter of verification treatment, referral, and evaluation of individuals, from a school official. At the discretion of their advi- families, groups, communities, and healthcare sys- sor, School Nurse Students with a baccalaureate tems in a variety of settings. degree in a field other than nursing may be required The MSN program is composed of three to take RN 500B or equivalent continuing education major areas: units in adult or pediatric physical assessment. At the 1. A graduate nursing core that provides the discretion of their advisor, non-certified School Nurse theoretical and research foundation neces- Students with a baccalaureate degree in a field other sary for advanced nursing practice; than nursing may be required to take RN 500F 2. An advanced nursing practice concentration and/or RN 500G. that provides the student with the skills necessary to have a positive impact on healthcare; MSN School Nursing for Certified School Nurses 3. Detailed study and practice in the selected Students with a baccalaureate degree in a area of specialization. field other than nursing may be required to take RN 500B or equivalent continuing education units in The faculty believe that education for the adult or pediatric physical assessment at the discre- nurse in advanced practice must be a realistic, ideal- tion of their advisors. Certified School Nurse istic, future-oriented, teaching-learning process that Students with a baccalaureate degree in a field other promotes the development of the cognitive, affective, than nursing may be required to take RN 500F and psychomotor abilities contributing to profes- and/or RN 500G at the discretion of their advisor. sional growth and ultimate personal responsibility for continued learning. This education helps the gradu- RN to MSN Direct Program ate to develop justifiable confidence in the intellectual The RN to MSN Direct Program is designed and clinical proficiency necessary for advanced prac- to allow nurses to more quickly attain a Master of tice. This process enriches the conceptual base that Science in Nursing degree. Registered nurses who supports both the critical thinking and ethical deci- presently hold an associate degree or diploma in sion-making expected of the nurse in advanced prac- nursing will be able to earn an MSN degree without tice. It strengthens the sense of commitment to the earning a baccalaureate degree after completing attitudes and values of the nursing profession. courses totaling 150 credits. Through full-time or The faculty believe that education at the part-time study, RNs are provided the opportunity to graduate level is essential to provide students with an advance their professional careers. expanded and enhanced knowledge of nursing sci-

92 Monmouth University Nursing and Health Studies

Students are accepted into the RN to MSN • MSN: Nursing Education (RN to MSN Direct Program as graduate students. Successful Direct) completion of thirty credits of preparatory RN gradu- • MSN: Forensic Nursing ate courses (RN500 A-K) is a prerequisite for taking • MSN: Forensic Nursing (RN to MSN nursing graduate (NU) courses. Students need a Direct) minimum GPA of 2.75 in RN courses. • MSN: Family Psychiatric and Mental Prior to acceptance into the RN to MSN Health Nurse Practitioner Direct Program, registered nurse applicants must • MSN: Family Psychiatric and Mental complete all required undergraduate course work Health Nurse Practitioner (RN to MSN which includes: English Composition I and II, Direct) Microbiology, Anatomy and Physiology I and II, Chemistry, Introduction to Psychology, and an addi- GRADUATE CERTIFICATE IN SCHOOL NURSING, tional three credits of an introductory social science SCHOOL NURSING NON-INSTRUCTIONAL, AND course. A grade of “C” or better is required in order FORENSIC NURSING for these courses to transfer to Monmouth University. The Monmouth University Graduate Additionally, students must provide an undergradu- Certificate in School Nursing is intended for regis- ate transcript confirming their attainment of at least tered nurses interested in completing the require- fifty-one undergraduate credits. ments for the New Jersey School Nurse Certificate Students are required to complete thirty and/or the New Jersey School Nurse Certificate Non- graduate RN credits and thirty-eight to forty-five Instructional. At the discretion of their advisor, School graduate nursing credits depending on the selected Nurse Students with a baccalaureate degree in a MSN track. In order to earn a Master of Science in field other than nursing may be required to take Nursing degree, as stipulated by the State of New RN500B or the equivalent continuing education units Jersey, students must document completion of at in adult or pediatric physical assessment. At the dis- least 150 credits. Please note that graduate tuition cretion of their advisor, non-certified School Nurse and fees apply. Students with a baccalaureate degree in a field other than nursing may be required to take RN500F and/or Please refer to the curriculum charts in the appendix RN500G. (Students with a baccalaureate degree in for program requirements. All curriculum charts are nursing will generally receive transfer credits for the detailed and displayed in Appendix “B.” preparatory courses.) • MSN: Adult and Gerontological Nurse The Monmouth University Graduate Practitioner Certificate in Forensic Nursing is intended for regis- • MSN: Adult and Gerontological Nurse tered nurses interested in providing direct services to Practitioner (RN to MSN Direct) individuals and consultation to healthcare and law- • MSN: Family Nurse Practitioner related agencies. The program will prepare graduates • MSN: Family Nurse Practitioner (RN to to work in a variety of areas, including child/elder MSN Direct) abuse assessment and evaluation, domestic violence • MSN: Nursing Administration intervention, sexual assault examination, mass disas- • MSN: Nursing Administration (RN to MSN ter response, and death investigation. Direct) • MSN: School Nursing for Certified School Please refer to the curriculum charts in the appendix Nurses for program requirements. All curriculum charts are • MSN: School Nursing for Certified School detailed and displayed in Appendix “B.” Nurses (RN to MSN Direct) • Forensic Nursing • MSN: School Nursing – Non-Certified • School Nursing School Nurses • School Nursing - Non-Instructional • MSN: School Nursing – Non-Certified School Nurses (RN to MSN Direct) POST-MASTER’S CERTIFICATES • MSN: Nursing Education Monmouth’s post-master’s certificates are designed for nurses who have already completed a

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master’s degree in nursing. The Nurse Practitioner 2011. The DNP program is a thirty-six credit post- certificate program places advanced practice nurses master’s degree program that prepares nurse exec- in primary care or other relevant settings to work with utives and nurse practitioners with the skills neces- persons in their environment through independent sary to influence and implement quality health care nursing assessment, diagnosis, and treatment or improvements. The DNP curriculum focuses on evi- referral to another practitioner when necessary. The dence-based practice, organizational and systems Administration certificate program prepares nurses leadership, information technology, interprofessional to function in management and executive positions. collaboration, emerging practice challenges, and The Nurse Educator certificate program prepares implementing translational research and science into nurses to teach in the clinical or academic setting. practice. Students may transfer a maximum of six This use of advanced clinical skills and credits to be applied toward the certificate, provided research is consistent with Monmouth University’s the courses were completed with a grade of “B” or commitment to personalized education. A capstone better and that the courses are appropriate for the project, designed to bring together the theoretical certificate program. Students may select to special- and practical work in and out of the classroom, is a ize in the following clinical areas: Adult Nurse requirement for all students enrolled. Practitioner, Family Nurse Practitioner, Nursing Throughout the program, students gain the Administration, Nursing Education, and Adult knowledge and skills necessary to influence access Psychiatric and Mental Health Advanced Practice to health care, to promote safety standards, and to Nursing. advocate for policy changes on a local, regional, and national level so that delivery systems can be Please refer to the curriculum charts in the appendix improved. In order to enter the DNP program, the stu- for program requirements. All curriculum charts are dent must be a graduate of an accredited Master in detailed and displayed in Appendix “B.” Nursing program, have a current RN license, and be • Adult and Gerontological Nurse nationally certified as a nurse executive or nurse Practitioner practitioner. Please refer to the Admission section of • Family Nurse Practitioner this catalog for additional admission requirements. • Nursing Administration • Nursing Education Please refer to the curriculum charts in the appendix • Family Psychiatric and Mental Health for program requirements. All curriculum charts are Nurse Practitioner detailed and displayed in Appendix “B.” • Doctor of Nursing Practice DOCTOR OF NURSING PRACTICE (DNP) The Doctor of Nursing Practice (DNP) program at Monmouth University was established in

94 Monmouth University The School of Social Work

DEAN: Robin Mama, PhD • Clinical Practice with Families and DIRECTOR OF THE BSW PROGRAM: Children Kelly Ward, PhD • International and Community DIRECTOR OF THE MSW PROGRAM: Development Rosemary Barbera, PhD On the foundation of a liberal arts tradition, Social workers are concerned with improving students are engaged to broaden and challenge the health and quality of life of persons who are dis- their understanding, analysis, and evaluation of connected or excluded from larger society. Social human experiences and societies in the past and workers engage in practice at all levels, from working in the contemporary world, and of families and indi- with children to working with communities and gov- viduals of varied cultural and social contexts. ernments. The profession and the program at The curriculum supports this mission Monmouth are particularly concerned with human through three perspectives: social and economic rights and social and economic justice, the represen- justice through the advancement of human rights, Social Work tation and support of vulnerable or oppressed seg- strengths-based empowerment, and practice with ments of the population, and direct-action strategies families within a global context. Families within a to bring about positive change for the disenfranchised. global context define the initial focal social unit for The central mission of the School of Social all social work practice at Monmouth University. Work at Monmouth University is to prepare its grad- Our three perspectives inform both our uates for professional social work practice that BSW and MSW programs as they contribute to the strives to secure social and economic justice, development of students’ knowledge, values, and advance human rights, and improve the quality of skills: life of vulnerable families, individuals, organizations, 1. To conceptualize and contribute to social communities, and nations on the local, national, and work theory, knowledge, values, and skills global levels. on a generalist level for BSW students, and The MSW Program at Monmouth University on an advanced, concentration-specific prepares graduates for advanced social work prac- level for MSW students through three inter- tice in one of two unique concentrations: related perspectives: social and economic

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justice through the advancement of human rience is in the area of child welfare including rights, strengths-based empowerment, and child abuse/neglect and adoption services. practice with families within a global context; Christa Hogan, Lecturer. BSW, Monmouth 2. To develop the skills to understand, analyze, University; MSW, Fordham University. Extensive and evaluate the quality of life and well-being practice in geriatric social work as well as in spe- of vulnerable families, individuals, organiza- cialized school settings working with special tions, communities, and nations that is needs children. Her private practice focuses on grounded in a strengths-based empower- individual counseling to children, adolescents, ment approach for social and economic jus- and adults. She also provides hospice services tice and human rights; to the terminally ill. 3. To prepare social work practitioners to Robin Mama, Professor and Dean. PhD, Bryn Mawr develop and systematically apply knowledge, College. Areas of interest include occupational values, skills, and ethics in their work with safety and health, field education, and culturally families, individuals, organizations, communi- competent social work practice. Current ties, and nations of diverse cultural contexts research projects include international social in working collaboratively toward the preven- work and human rights. tion and solution of social problems; Golam Mathbor, Associate Dean of the Wayne D. 4. To think critically, analyze, produce, and dis- McMurray School of Humanities and Social seminate research that informs theory, pol- Sciences, Professor. PhD, University of Calgary. icy, practice, and evaluation in social work; Areas of interest include development and 5. To collaborate with and support vulnerable analysis of social policies and services, commu- populations through advocacy, social action, nity organizing and social action, social planning, volunteerism, service, education, and con- community development and community partici- sultation, working from a strengths-based pation, and international social work. Current empowerment approach for social and eco- research interests include sustainable develop- nomic justice and human rights. ment of coastal communities, international development, and multicultural social work. Rosemary Barbera, Associate Professor and Elena Mazza, Assistant Professor. PhD, New York Associate Director of the Institute for Global University. MSW, Fordham University. Areas of Understanding. PhD, Bryn Mawr College. Areas interest are mental health, children’s mental of interest are human rights and social justice, health, and community-based mental health. participatory action research, and community Current research is on gatekeeping in social organizing. Current research is on the effects of work education and mental illness and school human rights violations on collective participa- integration. tion and community organizing with diverse Rebecca McCloskey, Specialist Professor. MSW, communities. Ohio State University. Career has been spent Carolyn Bradley, Associate Professor. Ph.D, working with children diagnosed with chronic Fordham University. Areas of interest are addic- and life-threatening illness, developmental tions, spirituality, gay/lesbian/bisexual/transgen- delays, and disabilities. She is interested in der issues. Current research is on spirituality and healthcare issues and the psychosocial impact social work practice. of serious illness. Michael Cronin, Assistant Professor. MSW, Helen O’Brien, Assistant Professor. PhD, New York Colombia University; PhD, Yeshiva University. University. Areas of interest are health and men- Research interests in areas of international tal health, HIV/AIDS, child maltreatment, and the social work, healthcare and social policy, disas- cultural impacts on parenting. ter management, social gerontology, and cultural Michelle Ann Scott, Assistant Professor. BA, Clark competence. University; MSW, PhD, University of California, Kimberly Hanbury, Specialist Professor. BA, Loyola Berkeley. Areas of interest include adolescent College; MSW, Monmouth University. Areas of depression, adolescent suicide prevention, interest include child welfare. Professional expe- school-based screening, mental health services

96 Monmouth University Social Work

and financing, college mental health, and initia- address developing-world social and economic jus- tion of alcohol use by adolescents. Current tice, inequality, oppression, and discrimination issues research includes evaluation of the preparation in developed and developing countries. Culturally of high school students with mental health prob- competent community development respects the lems and the transition to college. integrity and worth of individuals and communities Nora Smith, Associate Professor. PhD, State with diverse backgrounds. ICD focuses the practice University of New York at Albany. Areas of inter- of social work at mezzo and macro levels with agen- est include child welfare, substance abuse, and cies and client populations within the context of families. Current research includes family reunifi- global interdependence of social problems. Courses cation for substance-affected families, the stress the knowledge, values, skills, and ethics of Adoption and Safe Families Act, and child welfare practice at the mezzo and macro levels, with specific consumer and service provider perspectives. content on the ethics of the International Federation Kelly Ward, Professor. PhD, Fordham University. of Social Workers and the declarations of the United Areas of interest include addictions, substance Nations. abuse populations, and the impact of addiction on families. Current research includes all Please refer to the curriculum charts in the appendix aspects of addiction. for program requirements. All curriculum charts are detailed and displayed in Appendix “B.” School of Social Work Honor Society: Phi Alpha: • MSW Clinical Practice with Families and Graduate and Undergraduate Children Concentration • MSW International and Community Master of Social Work Concentrations Development Concentration There are two concentrations offered at Monmouth University at the graduate level: Clinical POST-MASTER’S CERTIFICATE: PLAY THERAPY Practice with Families and Children (CPFC) and The Post-Master’s Certificate in Play International and Community Development (ICD). Therapy is an eighteen-credit program and provides Common to both concentrations is a commitment to the 150-course-hour requirement. Additionally, stu- the mission of the School of Social Work at dents in this program work toward acquiring the nec- Monmouth University: improving the quality of life of essary 500 hours of experiential practice in play ther- vulnerable individuals, families, groups, and commu- apy and fifty hours of supervision, as required by the nities on the local, national, and international levels. Association for Play Therapy (APT), Inc., for the The courses in the Clinical Practice with Registered Play Therapist (RPT) certification. Families and Children (CPFC) concentration prepares students for advanced social work practice Please refer to the curriculum chart in the appendix with individuals, couples, families, and groups. It for program requirements. All curriculum charts are builds on the foundation-year course work where the detailed and displayed in Appendix “B.” full complement of social work roles was explored. • Post-Master’s Certificate: Play Therapy The advanced year, however, focuses primarily on clinical counseling skills and culturally competent use Addiction Professionals Certification Board of of self in complex working relationships with clients New Jersey, Inc.: and client groups. While the emphasis is on clients’ Since the fall of 2000, the School of Social strengths, and working together toward their empow- Work at Monmouth University, in cooperation with the erment is continued, students learn about and apply Addiction Professionals Certification Board of New clinical skills to family, children, and mental-health Jersey, Inc., has offered the course work needed for agency settings; child welfare, criminal justice, and the Certified Alcohol and Drug Counselor (CADC) host settings in which clinical social work most often certification. In the summer of 2004, the certification takes place. became a license. The Department of Social Work The International and Community continues to work with the State of New Jersey, Development (ICD) concentration primarily uses Department of Law and Public Safety, Division of community development theory and practice to Consumer Affairs, Board of Marriage and Family

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Therapists, Drug and Alcohol Committee to provide Joint Degree Program: Dual Master’s Degrees in the course work needed for the state-issued Licensed Social Work (MSW) and Public Policy (MA-PP) Certified Alcohol and Drug Counselor (LCADC). The MSW program offers interested stu- The School of Social Work recognizes the dents an opportunity to earn a second master’s need for addictions training to serve the substance degree in Public Policy (MA), after completion of their abuse-affected population and their families. In order MSW requirements. Students who complete the to serve this special population, the State Board sixty-credit MSW can use up to twelve credits from requires that proper certifications be in place or in the MSW courses toward the MA in Public Policy. process. Students who complete the Advanced Standing Any MSW student (in the CPFC concentra- (thirty-credit) MSW can use up to six credits of MSW tion) who takes the elective course SW 604 and a courses toward the MA in Public Policy. Please use one-credit course that are offered each year here at the following table as a guide: Monmouth University will have completed the necessary course work towards his or her LCADC. Master’s in Social Work (Clinical) Students who are completing their internship hours in SW503: Practice with Individuals and Families a drug and alcohol placement may count those hours SW505: Social Welfare Policy and Services I towards the required field hours for the LCADC as SW507: Social Work Research well as their MSW degree. The course work and field SW509: Human Behavior I hours are good for five years after they have been SW510: Field Practicum I taken, and students are required to keep their own SW513: Social Work Practice with Groups records. All other requirements towards the LCADC SW515: Social Welfare Policy and Services II will need to be met by the student on his or her own, SW518: Global Community Practice according to the State of New Jersey, Department of SW519: Human Behavior II Law and Public Safety, Division of Consumer Affairs, SW520: Field Practicum II Board of Marriage and Family Therapists, Drug and SW627: Implications of Social Justice and Human Alcohol Committee. For additional information regard- Rights for Social Work ing the requirements for the LCADC, please contact: SW669: Applications of Social Justice and Human State Board of Marriage and Family Rights in Social Work Therapy Examiners SW605: Advanced Clinical Practice with Families Alcohol and Drug Counselor Committee SW626: Evaluation of Practice Effectiveness PO Box 45040 SW645: Clinical Seminar in Advanced Family 124 Halsey Street, 12th Floor Practice Newark, NJ 07101 SW665: Advanced Clinical Practice with Children (973) 504-6582 SW630: Field Practicum III-FC SW640: Field Practicum IV-FC Master of Social Work/Master of Divinity Dual SW618: Social Work Administration Degree Program: Monmouth University’s School of Social Electives – choose 2 of the 5 classes listed below: Work and the Theological School of Drew University SW614: Grant Writing have an agreement in which students can pursue a SW618: Social Work Administration Master of Social Work and Master of Divinity degree, SW619: Social Work Supervision which is known as the MSW/MDiv degree program. SW624: Issues in International Health Care This program allows accepted social work candi- SW652: Civil Society, NGO’s, and Social Work dates to complete the Master of Divinity degree at Drew University, and accepted divinity candidates to Master’s in Social Work (ICD) complete the Master of Social Work degree in a four- SW503: Practice with Individuals and Families year period. SW505: Social Welfare Policy and Services I

98 Monmouth University Social Work

SW507: Social Work Research PS596: Research Project SW509: Human Behavior I PS518: Theory, Policy, and Ethics SW510: Field Practicum I PS596: Public Policy Research Project SW513: Social Work Practice with Groups PS597: Portfolio SW515: Social Welfare Policy and Services II PS617: Social Planning SW518: Global Community Practice PS563: Global Policy and Issues (which can be SW519: Human Behavior II substituted with SW518) SW520: Field Practicum II OR SW627: Implications of Social Justice and Human PS566: Comparative Public Policy Rights for Social Work PS589: Practicum SW669: Applications of Social Justice and Human PS618: Social Work Administration Rights in Social Work PS618: Social Work Administration SW617: Advanced Practice in Planning and Social PS514: Public Opinion and Polling Policy PS524: Public Opinion and the Media SW625: Evaluation of Programs and Services PS525: Political Communication SW615: Issues in International Development PS522: History of Urbanization in America SW655: Comparative International Social PS553: Gender, Family, and Policy Development PS530: Environmental Policy SW631: Field Practicum III-CL PS582: Global Organizations SW641: Field Practicum IV-CL PS585: American Foreign Policy SW618: Social Work Administration PS598: Special Topics/Special Projects PS599: Readings and Research Electives – choose 2 of the 5 classes listed below: SW614: Grant Writing Notes: SW618: Social Work Administration 1. Plain text = required course SW619: Social Work Supervision 2. Italicized text = course is specific to concen- SW624: Issues in International Health Care tration for the MSW program SW652: Civil Society, NGO’s and Social Work 3. Bold text = electives

Master’s in Public Policy Public Policy must have a minimum of twelve PS510: Policy Analysis credits PS516: Research Methods PS589: Public Policy Practicum (Internship) Social Work (both concentrations) must have a PS563: Global Policy and Issues minimum of six credits PS595: Research Proposal

Monmouth University 99 100 Monmouth University

Student Services Course Descriptions Course The Division of Student and Community Monmouth and to give students opportunities to Services at Monmouth University offers many meet and interact with other new students. Prior to important student services for resident and com- the program, students must complete an online muter students. Staff members promote personal Math Placement Test. During orientation, students and intellectual growth, while aiding students in will attend an advising/registration program during resolving problems and helping them adapt to the which they will work with a First-Year Advisor to college experience. The Student Handbook pro- develop a schedule for the fall semester. They will vides a more in-depth description of these services also meet faculty, staff, and students with whom and all the regulations relevant to student life. they’ll be interacting during the first year. Students should become familiar with the handbook Families of first-year students have opportuni- Student Services at the start of every academic year. ties to come to campus to learn about life at Monmouth University during their student’s first year on cam- SERVICES FOR STUDENTS: pus. The first is a Family Program, offered in June, ORIENTATION before New Student Orientation. Families will receive A student’s introduction to student life at important information about their student’s upcoming Monmouth begins even before classes start. All new transition into life as a university student and meet rep- students participate in orientation programs resentatives from across campus that can provide designed specifically for their needs. information during our Resource Fair. All are invited back to campus again for Family Weekend, which usu- First-year students ally takes place in October or November. All new first-year students, commuters and residents, are expected to take part in an intensive Transfer Students two-day, one-night New Student Orientation The Center for Student Success (CSS) Program during the month of July. This struc- coordinates the connections between full-time and tured program includes educational and social activ- part-time transfer students (with eighteen or more ities designed to ease the transition to college life at credits) and their academic departments to ensure a smooth transition to Monmouth University. The

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Associate Dean for CSS Support Services and from bringing cars (parking is extremely limited and a Articulation and Student Development Counselors parking decal is required), they are discouraged from are available to assist transfer students with their having cars on campus so that they may fully experi- personal adjustment and educational plans. ence University life and all that it has to offer. At the beginning of each semester, all new transfer students are welcomed to the University at a Commuters specially designed orientation program. There are traditional, nontraditional, full-time, part-time, graduate, and undergraduate students HOUSING OPTIONS who commute to campus every year. Monmouth Residents University recognizes that its commuter students are The University offers a variety of housing unique and that they have a variety of needs which options in seventeen locations: Beechwood, Birch, the University attempts to address each semester. As Cedar, Mullaney, Spruce, Willow, Laurel, Elmwood, such, the Office of Off-Campus and Commuter Pinewood, Oakwood, Redwood, and Maplewood Services (OCCS) is available to provide support and Halls; the Garden, Great Lawn, Fountain Garden, guidance to all of the commuter students who attend and Diplomat apartment complexes; and Pier Village. Monmouth University. Commuter students are noti- Living styles include traditional room arrangements, fied as early as summer orientation where informa- usually for first-year students; suite style, usually for tion sessions are offered. They can also communi- first-year and upper-class students; and apartments cate with student leaders to find out how to navigate for juniors and seniors. Residence halls are typically the programs and services that are available on cam- co-ed by floor, and the majority of students share pus. Students who have an interest in getting double rooms. In an effort to make a comfortable involved are encouraged to contact the Office of match, new students are asked to complete a ques- Student Activities or any of the ninety recognized tionnaire before room assignments are made. clubs and organizations that exist at Monmouth. Housing is guaranteed for first-year students only. There are a wide range of extracurricular Each residential area is staffed by full-time events and leadership opportunities that take place, professional Area Coordinators who reside on cam- and programs are planned so that commuters can pus. Each hall is staffed by Resident Assistants, all of participate during the day. Furthermore, commuter whom are intensively trained in providing assistance, students may choose from a number of dining options information, activities, and programs for resident stu- that include a la carte and meal plan services in the dents. The Associate Vice President for Student Student Center Cafeteria, Java City, Bey Hall Services, two Associate Directors of Residential Life, Express, the Magill Commons Dining Hall, and the and one Assistant Director of Residential Life reside Café at the Library. Commuter students will find park- near campus and provide additional, professional ing at any time of the day or night. For more informa- support for the Residence Life program. tion, contact OCCS at 732-263-5651 or refer to the All on-campus halls provide laundry facilities Office’s Web site at www.monmouth.edu/commuter. that utilize vending cards, which can be purchased on campus. All resident students not living in a STUDENT SERVICES University-owned or -sponsored apartment are Health Services is open to all students required to be on the meal plan of the Residence whether they live on or off campus. All matriculating Dining Hall. Students may choose either a carte students born after 1956 must show proof of two blanche plan, which allows you unlimited access to measles, two mumps, and one rubella immunization. the Residential Dining Hall, or one of three “block” Students taking nine (9) or more credits must show meal plans, which provides students with a set num- proof of having completed the Hepatitis B series. ber of meals for the semester. First-year students Resident students are required to receive the menin- may not select a “block” lower than 195 until their gitis vaccine. There is no fee to be medically evalu- sophomore year. ated. Students are responsible for any costs that may Cars are unnecessary, as everything gener- be incurred for outside referrals, prescriptions, spe- ally is within walking distance of campus. Many stu- cial services, laboratory, and diagnostic procedures. dents use bicycles. While students are not prohibited

102 Monmouth University Student Services

Students are seen on a walk-in basis. Appointments Monmouth University Veterans’ Association. The are required for Women’s Clinic, physicals, and psy- Office of Veteran Services in located on the second chiatric evaluations. Services include: diagnosis and floor of the Rebecca Stafford Student Center. The treatment of common ambulatory illnesses and office hours are Monday through Friday 8:45 a.m. injuries, immunizations, allergy injections, physicals, to 5 p.m. GYN services, drug and alcohol screening, psychiatric evaluation, and medication titration. CO-CURRICULAR PROGRAMS The Health Center hours are: Monday Athletics through Thursday, 8:45 a.m. to 7 p.m., and Friday, Athletics constitute an integral part of a 8:45 a.m. to 5 p.m. Monmouth University education. The Division I ath- Health Services is staffed with three nurse letic program offers excellent opportunities for quali- practitioners, a nurse practitioner/director, a licensed fied athletes who wish to participate and a special drug and alcohol counselor, a part-time general prac- level of enthusiasm and excitement for the entire titioner physician, and a part-time psychiatrist. University community. Monmouth Medical Center, a community teaching The athletics program fields men’s varsity hospital, offers complete medical and psychiatric serv- teams in baseball, basketball, cross-country, football, ices and is within a mile and a half of the University. golf, indoor track and field, lacrosse, soccer, tennis, The Department of Counseling and and outdoor track and field. Women’s varsity teams Psychological Services provides free, confidential participate in basketball, bowling, cross-country, field psychological counseling to Monmouth University hockey, golf, indoor track and field, lacrosse, soccer, students on a “first-come, first-served” basis. The softball, tennis, and outdoor track and field. professional staff of licensed psychological counselors supports students in addressing a variety of Student Activities personal issues, including general mental health, The Office of Student Activities and Student anxiety and stress management, depression, emo- Center Operations provides a variety of programs tional crises, family issues, interpersonal conflicts, and opportunities that are intended to assist in the and more. Mental health hotlines connect students to social, cultural, and intellectual development of our both on- and off-campus assistance on a 24-hour students. The office is responsible for the coordina- basis. The Counseling Center is located on the third tion of cultural and social activities reflecting the floor of the Rebecca Stafford Student Center and is diverse population of the University, encourages stu- open from 8:45 a.m. to 5 p.m., Monday through dent participation in clubs and organizations, is Friday. Evening appointments are available on involved in the coordination of campus and multicul- Tuesdays and Wednesdays until 7 pm. Contact us by tural activities, provides leadership trainings, over- e-mail at [email protected] or by call- sees Fraternity and Sorority Life and the operation of ing 732-571-7517. Additional information regarding the Student Center, and supports and provides clinical counseling services and a list of Web-based weekend programming and a film series. resources may be found on the University Web site under Campus Life. Leadership Programs The Office of International Student and The Office of Student Activities and Student Faculty Services provides assistance to students Center Operations coordinate a variety of leadership and faculty from other countries with their adjustment programs and initiatives for the campus community. to life in the United States and Monmouth University. There is a fall leadership symposium for student A full-time International Student Services Assistant organizations and a spring leadership series of work- Director is available to provide personal and immi- shops for students; a student involvement fair; and gration advising and cross-cultural counseling. student group and leader recognition events, soci- The Office of Veteran Services is a one- eties, and awards. For more information, please con- stop, point-of-contact for all of our veteran students, tact the office at 732-571-3586. active duty and reserve personnel, and dependents of military personnel. This office provides assistance, advocacy, and mentoring as well as advising the

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STUDENT ORGANIZATIONS include: Novelty, Awareness, Diversity Programs, There are more than eighty-five different Major Events, Comedy, Concerts, Festivals, and clubs and organizations on campus. Active involve- Travel and Tour. Involvement in SAB may relate to a ment in a club or organization helps a student student’s major or may just be something enjoyable. develop new leadership skills and meet new friends. Students can select from clubs related to their majors Cultural Activities or take the opportunity to join something related to a The Lauren K. Woods Theatre is the home of special interest or hobby. Each year the Office of the Department of Music and Theatre Arts, offering a Student Activities and Student Center Operations schedule of student productions during the academic hosts an Involvement Fair to assist students in get- year, and the professional theatre, The Shadow ting connected to a club or organization. Students Lawn Stage, in the summer. The Theatre major at should read the bulletin boards, table tents, e-mail, Monmouth University is a challenging program that electronic boards, and the student newspaper, The guides students as they grow into accomplished per- Outlook, to learn more about club activities through- formers, stage managers, designers, or technicians. out the year. Applied Music study in voice, piano, woodwinds, brass, guitar, strings, and percussion serves stu- Student Center dents interested in a major in Music Education, Music An integral part of Monmouth’s overall cam- Performance, or Music Industry. Private weekly pus life program, the Student Center serves as a instrumental or vocal instruction with a professional gathering area for all segments of the University is available to all students regardless of their major. community. It is an area where students meet infor- Participation in all department performance mally and formally to share common interests and ensembles from theatrical productions to chorus, develop friendships. The Student Center includes chamber choir, chamber orchestra, and others is dining facilities, lounges, the Sovereign Bank office open to all students. and ATM, a computer lab, and meeting rooms, and is The award-winning Center for the Arts at the site of many campus and community events. The Monmouth University features the Performing Arts, facility also houses the Student Government the Visiting Writers, and the Art Now Series; the full Association, the Student Activities Board, and many season of the Met Opera and the National Theatre of student organization offices. London LIVE in HD; the MAC Concert Series; and The Student Center is the site of the Division the 800 Gallery, Ice House Gallery, and Pollak of Student and Community Services, the Center for Gallery exhibitions. Events are free or only $5.00 for Student Success, the Office of Career Services, Monmouth University students. For more information Student Activities/Operations, Judicial Affairs, and a full schedule of events, please visit International Student Services, Central Scheduling, www.monmouth.edu/arts the Office of Off-Campus and Commuter Services, While Monmouth has no religious affiliation, Conference and Event Services, the Study Abroad it does recognize the important place that religion Office, the Office of Student Employment, the has in the lives of many of its students. Cru, the Academic Foundations Office, the Office for Disability Catholic Centre, Hillel, and the Muslim Student Services, and the Office of Veteran Services. Association are all active on campus. In addition, churches and synagogues representing the major Student Activities Board religious faiths are within convenient reach of the The Student Activities Board (SAB) is a stu- campus and are available for services and personal dent organization advised by the Office of Student counseling. A listing of area places of worship is Activities and Student Center Operations. Concerts, available at the Office of Student Services. speakers, comedians, bus trips, novelty programs, festivals, and MAC shows (at subsidized ticket Recreation prices) are among the many events sponsored. The The William T. Boylan Gymnasium pro- SAB presents numerous opportunities for students to vides facilities to support varsity competition and get involved both as spectators and as active board recreation, including a swimming pool (non-competi- members. Students can join eight committees, which tion), three full basketball courts, a fitness center, and

104 Monmouth University Student Services

the Sports Medicine Department. Outdoor facilities The Gamma Sigma Alpha, National Greek available to students for their recreational use and Academic Honor Society, recognizes fraternity and varsity competition include: tennis courts, an eight- sorority members who have achieved high levels of lane track, a Field Turf football/lacrosse field, and academic success. grass soccer, baseball, and softball fields. There is a year-round Intramural Sports Program, which AWARDS includes games and sports such as basketball, Students are eligible for nonacademic dodge ball, flag football, softball, volleyball, poker, awards that are given annually. home run derby, 3-point contest, knockout, Baggo, Outstanding Student Award soccer, and Wiffle ball. The Student Government Association sponsors this award given to the graduating senior who, SOCIETIES through creative leadership and ability, has made a Greek Letter Organizations contribution of lasting value to the future of Currently there are five social fraternities, Monmouth University. The name of the winner is five social sororities, two culturally based sororities, announced at Commencement in May. and one special interest fraternity on campus. The fraternities include: Phi Kappa Psi, Tau Kappa STUDENT CODE OF CONDUCT Epsilon, Sigma Pi, Theta Xi, and Sigma Tau Gamma. Monmouth University offers its students the The sororities include: Alpha Sigma Tau, Alpha Xi opportunity for maximum intellectual and personal Delta, Delta Phi Epsilon, Phi Sigma Sigma, and Zeta growth by providing a variety of experiences, activi- Tau Alpha. The two culturally based organizations ties, and services that are designed to complement are Lambda Theta Alpha Latin Sorority, Inc., and classroom work and provide opportunities for individ- Alpha Kappa Alpha Sorority, Inc. The one special ual maturation. interest fraternity is Alpha Kappa Psi, a professional The University recognizes and respects the business fraternity. students’ personal freedom and assures maximum individual liberty within the limits necessary for the Honor Societies orderly operation of the University. In response, stu- Academic departments sponsor honor soci- dents must observe rules and regulations necessary eties to give recognition to outstanding scholarship in for the proper functioning of the institution. a particular area. Student Services does not oversee Each individual has the right and responsibil- academic honor societies. ity to bring to the attention of an administrative or Membership in Lambda Sigma Tau (the Student Government official any violations of per- University-wide honor society) is the highest aca- sonal freedom or the regulations of the University. demic honor at Monmouth University and is awarded Additional information regarding the Student to upper-class students on the basis of outstanding Code of Conduct is contained in the Student scholarship. Handbook. The Student Handbook is available Omicron Delta Kappa, a national leadership online at www.monmouth.edu/studenthandbook. society, recognizes upper-class students who have demonstrated leadership on campus. Phi Eta Sigma is a freshman leadership honor society acknowledg- ing academic excellence and involvement in student activities.

Monmouth University 105 106 Monmouth University Directories

OFFICERS Rosa Chaviano-Moran, DMD (2006) John A. Greco, Jr. ’74 (2009) Director of Multicultural Affairs Greco Associates Robert B. Sculthorpe ’63, Chairman UMDNJ/NJDS Berkeley Heights, NJ Marcia Sue Clever, MD, Vice Chairman Newark, NJ John R. Garbarino, Treasurer Jan Greenwood, PhD (2001) Michael A. Plodwick ’82, Secretary Marcia Sue Clever, MD (2003) Greenwood/Asher Associates, Inc. Directories Red Bank, NJ Miramar Beach, FL TRUSTEES Dennis M. Coleman, Esq. (2008) Marianne Hesse (2007) Jerome P. Amedeo ’90 (2007) Partner The Hesse Companies Owner/Executive Director Ropes and Gray Atlantic Highlands, NJ Camp Harmony, Inc. Boston, MA Warren, NJ Kenneth W. Hitchner, III (2007) William P. Dioguardi, Jr. ’80 (2006) Partner and Managing Director Virginia S. Bauer (2009) Chairman and CEO Goldman Sachs Group, Inc. Chief Executive Officer Four Springs Capital, LLC New York, NY GTBM, Inc. Avon-By-The-Sea, NJ East Rutherford, NJ Frederick J. Kaeli, Jr. ’61 (2010) Marti S. Egger ’81 (2002) Atlantic Highlands, NJ Francis V. Bonello, Esq. (2010) Senior Account Manager, Supplier Of Counsel Services Robert E. McAllan ’69 (2003) Wilentz, Goldman and Spitzer, P.A. IMS, Inc. Chief Executive Officer Eatontown, NJ Parsippany, NJ Press Communications, LLC Neptune, NJ A. David Brown, Jr. ’65 (2009) Vice Admiral Paul G. Gaffney II Executive Vice President/Chief (ex-officio) Henry D. Mercer, III ’87 (2010) Administrative Officer President President Ashley Stewart Monmouth University Mercer Capital Advisors, Inc. Secaucus, NJ West Long Branch, NJ Little Silver, NJ

Judith Cerciello ’96 (ex officio) John R. Garbarino (2004) Thomas J. Michelli (2006) Director of Social Services Chairman and CEO President Leisure Chateau Care Center OceanFirst Bank Michelli Associates, Inc. Lakewood, NJ Toms River, NJ Wayside, NJ

Monmouth University 107 Directories

H. William Mullaney (2006) Alfred L. Ferguson, Esq. (1998) Rebecca Stafford, PhD (1993–2003) Ocean, NJ Of Counsel President Emerita McCarter & English Tavit O. Najarian, Sc. D. (2005) Newark, NJ (*Dean) President Najarian Associates, Inc. Harold L. Hodes ’65 (1997) ADMINISTRATION Eatontown, NJ Senior Partner Public Strategies Impact, LLC OFFICERS Jeana M. Piscatelli ’01, ’02 (2010) Trenton, NJ Managing Director Institutional Fx Sales Paul G. Gaffney II (2003) Wells Fargo Bank John H. Kessler ’69 (1997) President New York, NY Senior Vice President BS, U.S. Naval Academy; MSE., Catholic RBC Wealth Management University of America; MBA, Michael A. Plodwick ’82 (2009) West Palm Beach, FL Jacksonville University Middletown, NJ Stephen M. Parks ’68 (1998) Thomas Pearson (1978) Thomas A. Porskievies ’82 ’86 Palm Beach Gardens, FL Provost/Vice President for Academic Affairs (1998) BA, Santa Clara University; MA, PhD, Vice President Strategic William B. Roberts University of North Carolina Planning/Development President L-3 Communications ILEXSystems, Inc. Monmouth Capital William G. Craig (1981) Eatontown, NJ New York, NY Vice President for Finance BS, Seton Hall University; CPA, NJ Steven J. Pozycki ’73 (2003) Alfred J. Schiavetti, Jr. (1997) President President Grey J. Dimenna, Esq. (1995) SJP Properties Navesink Associates, LLC Vice President and General Counsel Parsippany, NJ Red Bank, NJ BA, State University of New York at Binghamton; JD, Syracuse University David A. Reale ’96 (2011) TRUSTEES EMERITI College of Law Vice President Phoenix Tube Company, Inc. Paul S. Doherty, Jr. ’67, HN ’04 Robert D. Mc Caig, EdD (2005) Bethlehem, PA Chairman and President Vice President for Enrollment Management Arrowpac, Inc. BA, Penn State University; MA, Arcadia Robert B. Sculthorpe ’63 (2003) North Bergen, NJ University; New York, NY EdD, Temple University Thomas P. Kiely, HN ’98 Michelle Spicer Toto ’94 (2011) Middletown, NJ Marilyn McNeil, PhD (1994) Vice President Vice President and Director of Athletics PKM Panel Systems Corporation Charles T. Parton, HN ’01 B.R.E., The University of Calgary; MA, South River, NJ Rumson, NJ McGill University, EdD, Washington State University James S. Vaccaro, III Jules L. Plangere, Jr., HN ’86 Executive Vice President and Chief Spring Lake, NJ Mary Anne Nagy (1986) Operating Officer Vice President for Student and Springpoint Senior Living, Inc. Richard S. Sambol, HN ’04 Community Services Princeton, NJ Chairman of the Board Acting Vice President for University The Sambol Companies Advancement LIFE TRUSTEES Toms River, NJ BS, Springfield College; MSEd., Monmouth College; MBA, Monmouth University Paul W. Corliss (2000) FORMER PRESIDENTS President and CEO Patricia Swannack (1975) The Silver Fox Club Edward G. Schlaefer (1933-1956)* Vice President for Administrative Services Manasquan, NJ BS, Monmouth University Eugene H. Lehman (1956-1957) Alan E. Davis, Esq. (1995) Edward Christensen, PhD (1996) Partner Edward G. Schlaefer (1957-1962) Vice President for Information Greenbaum, Rowe, Smith, & Davis, LLP Management Woodbridge, NJ William G. Van Note (1962-1971) AS, George Washington University; BS, Southern Illinois University; MBA, PhD, Rutgers University Judith Ann Eisenberg Richard J. Stonesifer (1971 – 1979) Vero Beach, FL Samuel H. Magill, PhD (1980–1993) President Emeritus

108 Monmouth University Directories

OFFICE OF THE PRESIDENT Mercy O. Azeke (2009) Susan J. O’Keefe (1981) Dean of the Center for Student Associate Vice President for Academic Paul G. Gaffney II (2003) Success Administration and Registrar President BS, University of Nigeria; MEd, EdD, AB, Douglass College; MS, Rutgers BS, U.S. Naval Academy; MSE., Catholic Temple University University University of America; MBA, Jacksonville University Kevin Dooley (2005) Michael A. Palladino (1999) Dean of the Honors School Dean of the School of Science Annette Gough (1989) BA, Monmouth University BS, The College of New Jersey Executive Assistant to the President MA, Rutgers University; PhD, (Trenton State College); PhD, AA, Monmouth University Rutgers University University of Virginia

Janet Fell (1987) Jacqueline-Ann Ferguson (2004) Lynn Romeo (1994) Special Assistant to the Board of Trustees Assistant Vice President for Academic Dean of the School of Education BA, Thomas Edison State College Budgets and Financial Analysis BA, Glassboro State College; MA, BS, Brooklyn College; MBA, Kean University; EdD, Rutgers OFFICE OF THE GENERAL COUNSEL Monmouth University University

Grey J. Dimenna, Esq. (1995) Stanton W. Green (2004) Saliba Sarsar (1985) Vice President and General Counsel Dean of the Wayne D. McMurray Associate Vice President for Global BA, State University of New York at School of Humanities and Social Initiatives Binghamton Sciences BA, Monmouth College; PhD, JD, Syracuse University College of Law BA, University of New York at Stony Rutgers University Brook; MA, PhD, University of Julian R. Williams, Esq. (2011) Massachusetts, Amherst Ravindra N. Sharma (2006) Director of Affirmative Action and Human Dean of the University Library Relations Janet Mahoney (1995) BA, MA, Delhi University, India; MLS, BA, University of Michigan, Ann Arbor Dean of the Marjorie K. Unterberg University of North Texas; PhD, JD, Michigan State University College of School of Nursing and Health State University of New York at Law Studies Buffalo RN, St. Mary’s Hospital; BSN, Rhonda M. Rehm, Esq. (2002) Monmouth College; MSN, Seton Kathleen Snedden (1986) Assistant General Counsel Hall University; PhD, New York Assistant to the Provost BA, Rutgers University; MBA, Rutgers University University, School of Business; David B. Strohmetz (1996) JD, Rutgers University, School of Law Robin Mama (1992) Associate Vice President for Dean of the School of Social Work Academic and Institutional Charlene K. Diana, Esq. (2005) BSW, College of Misericordia; MSS, Assessment Assistant General Counsel PhD, Bryn Mawr College BA, Dickinson College; MA, PhD, BA, John Jay College of Criminal Justice Temple University JD, Roger Williams University School of Donald M. Moliver (1982) Law Dean of the Leon Hess Business Leon Hess Business School School BA, Fairleigh Dickinson University; MA, Melissa “Mel” Dale, Esq. (2011) Donald M. Moliver (1982) PhD, Virginia Polytechnic Institute Director of Compliance Dean of the Leon Hess Business School and State University. State Certified BM, Lebanon Valley College BA, Fairleigh Dickinson University; MA, General Real Estate Appraiser for JD, Earle Mack School of Law, Drexel PhD, Virginia Polytechnic Institute and New Jersey and New York University State University. State Certified General Real Estate Appraiser for New Jersey Antonia M. Berbrick, CPA (2008) Datta V. Naik (1977) and New York Assistant Vice President to the Vice Vice Provost and Dean of the President and General Counsel Graduate School and Continuing Gilda M. Agacer (1998) Education Director of Internal Audit Associate Dean of the Leon Hess B.Sc., St. Xavier’s College, University BS, Monmouth University Business School of Bombay, Goa, India; PhD, BA, University of the East University of Notre Dame Sandra M. Kosinski (2011) Philippines; M.I.B.S., PhD, Assistant Director of Internal Audit University of South Carolina BS, Kean University Judith L. Nye (1987) Associate Vice President for Academic Janeth Merkle Foundations – General Education ACADEMIC AFFAIRS Assistant to the Dean BS, MS, PhD, Virginia Thomas Pearson (1978) Commonwealth University Provost/Vice President for Academic Affairs BA, Santa Clara University; MA, PhD, University of North Carolina at Chapel Hill

Monmouth University 109 Directories

Noah Hart (2004) Jenifer Joyce ’87, ‘97 (1999) Vaune Peck (1987) Assistant Dean of the Leon Hess Program Advisor Counselor and Coordinator of Arts Business School BS, MAT, Monmouth University Programming and Promotion BA, Livingston College, Rutgers University; MEd, The College of Janis Marcus (2000) Eric Reisher (2002) New Jersey; M.Div., Eastern Academic Advisement Liaison Broadcast Technical Assistant Baptist Theological Seminary; EdD BSW, Ohio State University; MSEd, BA, Monmouth University Rutgers University Northeastern University Lorna Schmidt (1999) Theresa Lowy (2001) Sarah Moore (2004) Director of Advising, Department of Associate Director of the Kislak Real MAT Program Coordinator Communication Estate Institute BA, Siena College; MA, Georgian BA, Eastern Illinois University; MA, Court College Emerson College Gertrude Murphy (1982) Administrative Coordinator Vacant Michael Thomas (1997) Professional Development School Assistant Dean of the Wayne D. Peter Reinhart, Esq. Administrator McMurray School of Humanities Director, Kislak Real Estate Institute and Social Sciences JD, Rutgers Law School, Camden; School of Humanities and BA, Hamilton College; MFA, BA, Franklin and Marshall. Social Sciences Syracuse University

Douglas Stives (2006) Stanton W. Green (2004) School of Nursing and Health Studies Director of the MBA Program; Dean of the Wayne D. McMurray School Specialist Professor, Accounting of Humanities and Social Sciences Janet Mahoney (1995) BS, MBA, Lehigh University BA, University of New York at Stony Dean of the Marjorie K. Unterberg School Brook; MA, PhD, University of of Nursing and Health Studies School of Education Massachusetts, Amherst RN, St. Mary’s Hospital; BSN, Monmouth College; MSN, Seton Hall University; Lynn Romeo (1994) Kelly Barratt (2011) PhD, New York University Dean of the School of Education Marketing Coordinator for the Arts BA, Glassboro State College; MA, Kean Cira Fraser (1996) University; EdD, Rutgers University Chris Cavallaro (1992) Coordinator of the BSN Program Director of Broadcast Engineering RN, St. Vincent’s Medical Center; Jason Barr (2005) BA, Monmouth University BSN, The College of Staten Island; Associate Dean of the School of MS, Rutgers University; PhD, Education Eileen Chapman (2006) Adelphi University BA, University of Hartford; MA, New Assistant Director of Performing Arts York University; PhD, Fordham Series Laura Jannone (2000) University Director of the MSN Program Mark Ludak (2007) RN, Christ Hospital; BSN, Jersey City Christine Borlan (2003) Compliance Officer/Technical State College; MS, Jersey City Credential Officer Specialist University; EdD, Teachers College BA, Monmouth University, MFA, Columbia Carrie Digironimo (2005) Hunter College; Parsons School of Advising Liaison Design James Konopack (2006) BA, Adams State College; MAT, MEd, Coordinator of Health Studies Monmouth University Scott Knauer (2005) BA, Cornell University; EdM, Boston Director of Galleries and Collections University; PhD, University of Gil Eckert (2011) BFA, University of Wisconsin; MFA, Illinois Assessment Project Coordinator Ohio University MS, Kean University; BS, Stockton Barbara Paskewich (2001) State College; CNE, Certified Golam Mathbor (1999) Special Projects Coordinator Network Engineer, Novell Associate Dean of the Wayne D. BA, Monmouth University; MA, McMurray School of Humanities Montclair State University; RN, Patricia Heaney (2007) and Social Sciences Anne May School of Nursing Director of Field Placements BSS, MSS, LL.B., University of BA, St. Peter’s College; MEd, William Dhaka; MSW, McGill University; Sharon W. Stark (1996) Paterson University PhD, The University of Calgary Associate Dean of the Marjorie K. Unterberg School of Nursing and Marta Jahn (2007) Patrick Murray (2005) Health Studies Coordinator of Early Field Director of the Polling Institute BS, Thomas Edison State College; Placements AB, Lafayette College; MA, Rutgers MSN, Rutgers University; PhD, AAS, Bergen Community College University Widener University

110 Monmouth University Directories

School of Science John A. Tiedemann (1998) Eleanora Dubicki (2003) Assistant Dean of the School of Associate Librarian Michael A. Palladino (1999) Science BA, Douglass College; MLS, MBA, Dean of the School of Science Director of the Marine and Rutgers University BS, The College of New Jersey (Trenton Environmental Biology and Policy State College); PhD, University of Virginia Program Rachel Gardner (1989) BS, Upsala College; MS, Florida Associate Librarian; Coordinator of Joseph Chung (2001) Institute of Technology Information Services and Collection UNIX Administrator and Teacher Development BS, MS, PhD, University of Illinois at School of Social Work BA, Vassar College; MA, Middlebury Chicago College; MLS, Rutgers University Robin Mama (1992) Lynn Dietrich (2011) Dean of the School of Social Work George Germek (2006) Coordinator of the Mathematics BSW, College of Misericordia; Assistant Librarian – Reference Center MSS, PhD, Bryn Mawr College Coordinator BS, Monmouth University; MA, BS Kean University; MA Rutgers Georgian Court University Leah Lazzaro (2006) University; MLIS Rutgers University Field Placement Coordinator, School Catherine N. Duckett (2009) of Social Work Aurora Ioanid (1996) Associate Dean of the School of BA, Penn State University; MSW, Associate Librarian; Head of Science Monmouth University Technical Services BA, Brown University; MA, University MA, University of Bucharest, of Texas at Austin; PhD, Cornell Paul Longo (1999) Romania; MLS, Columbia University University Director of Field and Professional Development, School of Social Mary Beth Meszaros (2008) Merrily Ervin (1997) Work Assistant Librarian – Bibliographic Coordinator of SC 100 BA, MSW, Rutgers University Instruction BA, University of California-Davis; BA, MA, Villanova University; MLIS, MS, PhD, Rutgers University Graduate School and Continuing Drexel University, PhD, University Education of Pennsylvania Rigoberto Garcia (2005) Chemistry Technician/Chemical Datta V. Naik (1977) Academic Administration Hygiene Officer Vice Provost and Dean of the BA, Thomas Edison State College Graduate School and Continuing Susan J. O’Keefe (1981) Education Associate Vice President for Academic Anne Marie Lavin (1996) B.Sc., St. Xavier’s College, University Administration and Registrar Biology-Chemistry Lab of Bombay, Goa, India; PhD, AB, Douglass College; MS, Rutgers Supervisor/Compliance Officer University of Notre Dame University BS, Kean College Anthony Lazroe (2007) Laura Papa Babbin, Esq. (1991) Anthony MacDonald (2005) Director of the Office of Grants and Director of Registration and Records Director of the Urban Coast Institute Contracts BA, Drew University; MBA, BA, Middlebury College; JD, BA, Long Island University; MA, Monmouth University; JD, Concord Fordham University Northern Illinois University Law School

James Nickels (2007) Monmouth University Library Debbie Mellish (1979) Marine Scientist, Urban Coast Assistant Director of Registration and Institute Ravindra N. Sharma (2006) Records for Scheduling MS, Montclair State University Dean of the University Library AAS, Brookdale Community College BA (honors), MA, Delhi University, Barbara Reagor (2004) India; MLS, University of North Lynn Reynolds (2002) Director of the Rapid Response Texas; PhD, State University of Associate Registrar Institute New York at Buffalo BA, Monmouth University BS, Monmouth University; MS, PhD, Seton Hall University Susan Bucks (2010) LacyJane Ryman-Mescal (2008) Instructor Librarian Assistant Director of Registration and Janice Rohn (2012) Instructional Services/Reference/ Records for Graduation Coordinator of Information Government Documents BA, The College of New Jersey Technology BA, MA, Rutgers University BA, Thomas Edison State College; Karen Wyant (2001) MS, National Technological Matthew Doyle (2012) Assistant Director of Registration and University Assistant Librarian – Reference Records for WEB and Curriculum BA, MLIS, Rutgers University Management

Monmouth University 111 Directories

Academic and Institutional Richard Veit (2000) Deborah Kavourias (2003) Assessment Director of the Center for Excellence Director Academic Advising in Teaching and Learning BS, Syracuse University; MA, Iona David B. Strohmetz (1996) BA, Drew University; MA, College of College Associate Vice President for Academic William and Mary; PhD, University and Institutional Assessment of Pennsylvania Kathleen Kennedy (1989) BA, Dickinson College; MA, PhD, Temple Director of Cooperative Education University Academic Foundations – General BS, University of Dayton; MS, Wright Education State University Eleanor C. Swanson (1994) Director of Institutional Research Judith L. Nye (1987) Erin Kenney (2004) BA, University of Arizona; MA, PhD, Associate Vice President for Academic Disability Specialist, Disability University of Connecticut Foundations – General Education Services for Students BS, MS, PhD, Virginia Commonwealth BS, Marist College; MSW, Fordham Global Initiatives University University

Saliba Sarsar (1985) Beatrice M. Rogers (1993) Lori Lichter (1983) Associate Vice President for Global Assistant Vice President for Student Development Counselor Initiatives Academic Foundations – General BA, MA, Montclair State University BA, Monmouth College; PhD, Rutgers Education University BS, Allegheny College; MBA, Nicole Martinez (2006) Monmouth College Counselor and Freshman Aaron Ansell (2007) Coordinator, Educational Director of the Jewish Culture Center for Student Success Opportunity Fund Program BA, MA, Monmouth University BA, University of California, San Mercy O. Azeke (2009) Diego; MA, PhD, University of Dean of the Center for Student Success Danielle Schrama (1999) Chicago BS, University of Nigeria; MEd, EdD, Coordinator of Academic Advising Temple University and Career Initiatives Robyn Asaro (1998) BS, MS, Monmouth University Assistant Director of Study Abroad Skip Carey (2005) BA, State University of New York at Director of Disability Services for Tyrone M. Smith (2009) Buffalo Students Counselor, Educational Opportunity BA, Marist College; MA, New Jersey Fund Vacant City University BA, MEd, Monmouth University Associate Director, Institute for Global Understanding Carolyne Chirichello (2000) Marilyn Ward (1996) Assistant Director, Disability Services Coordinator of Service Learning and Christopher Hirschler (2009) for Students Community Programs Faculty Director of Study Abroad BA, University of California, Santa BA, Seton Hill College BS, Excelsior College; MA, State Cruz; MS, San Jose State University of New York; PhD, University Lupita Yonker (2002) Cleveland State University Assistant Director, Educational Dorothy Cleary (2010) Opportunity Fund Nancy Mezey (2002) Director, Tutoring and Writing Services BA, MA, Bowling Green State Director, Institute for Global MSEd, Walden University University Understanding BA, Vassar College; MA, PhD, William F. Hill (1977) FINANCE Michigan State University Assistant Dean for Career Services BA, St. Peter’s College; MA, William G. Craig (1981) Barbara Nitzberg (1996) Manhattan College Vice President for Finance Assistant Director of International BS in Business Administration, Seton Hall Student and Faculty Services Colleen Johnson (1981) University; CPA, NJ BA, MA, Monmouth University Director, Educational Opportunity Fund Program Ruth Saporito (1982) Joseph Patten (2002) BA, MSEd, Monmouth College Assistant to the Vice President for Director of the Global Leadership Student Financial Appeals Institute and of the Washington Jean Judge (1984) AA, Hershey Jr. College; M.T. Semester Associate Dean for Support Services Harrisburg School of Medical BA, Kean University; MA, West and Articulation Technology, ASCP Virginia University; PhD, West BS, Georgian Court College; MA, Virginia University Trenton State College Philip Bodner (1997) Associate Vice President & Controller B.B.A., Bernard M. Baruch (C.U.N.Y.); MBA, Wagner College

112 Monmouth University Directories

Shelley Carlock (2010) William T. Rainey (1982) Mary Caroli (2003) Accountant Bookstore Manager Technology Support Manager/IT BBA, Pace University BA, Rutgers University Project Manager AAS, Brookdale Community College Marilyn Cusick (1990) Kathy Booth (1985) Manager of Cashiering Assistant Bookstore Manager Edward Carson (2004) BS, Monmouth University Computer Systems Analyst Nikki Hernandez (2000) Ellen Dombroski (1997) Assistant Manager of Course Robert Coles (2007) Assistant Controller Materials Computer Trainer BS, Seton Hall University; CPA, NJ BA, Monmouth University BA, MA, Monmouth University

Maureen Dries (2003) Mark Miranda (2005) Deborah Cotler (2005) Assistant Accountant Director of Purchasing Director of Instructional Support BS, Trenton State College; MBA; BS, St. John’s University BA, State University of New York, Pace University Albany; EdM, Boston University Patricia Curtis (2006) Catherine Duriske (1994) Box Office Manager Aditi (Rupa) Dasgupta (2008) Director of Investment Accounting BA, Montclair University Graphic Web Designer/Videographer BS, Montclair State College; CPA, NJ BA, University of Virginia; MFA, Edward Christensen (1996) Parsons Institute Josephine Estelle (2001) Vice President for Information Accountant Management Wayne Elliott (2002) BS, Georgian Court College AS, George Washington University; BS, Instructional Technologist and LMS Southern Illinois University; MBA, PhD, Administrator Jonas Javier (2007) Rutgers University BA, Monmouth University Bursar BS, New Jersey Institute of Patricia Dodd (1999) Tease Gould (1995) Technology Assistant to the Vice President for Senior Technology Support Information Management Manager/IT Project Manager Norma Johnson (1997) AAS, Monmouth University BS, College of Saint Elizabeth; Manager of Payroll Services MSEd, Monmouth University BA, Lynchburg College John Cavallo (1997) Director, Information Logistics and Joseph Huybens (2001) Betsy Lunney (1981) Security Computer Systems Analyst Assistant Controller BA, Monmouth University BBA, Suffolk University; MBA, Kristen Kormann (1998) Monmouth University Theodore Tsoutsas (2001) Senior Technology Support Software Licensing Administrator Manager/IT Project Manager Mohieb Mohsen (2010) Assistant LMS Administrator Loans and Collections Administrator Ronald Lawson (2006) BS, Cairo University Information Support Computer Systems Analyst AS, Devry University Camille Peterson (1993) Wendy Savoth (2004) Assistant Bursar Associate Vice President for Information Aileen (Teri) Monahan (2008) Support Technology Support Manager/IT Laurie Stanton (1987) BS, University of Connecticut; MS, Project Manager Accounts Payable Manager Monmouth University AS, Staten Island Community AA, Brookdale Community College College; BS, C.U.N.Y. Max Bado (2011) Melissa Sweeney (2007) Technology Support Specialist Marijean Nagy (1999) Accountant BA, Bucknell University Senior Technology Support BS, Rutgers School of Business; Manager/IT Project Manager MBA, Monmouth University Lydonna (Sue) Baklarz (2007) BA, Felician College; MS, Villanova Computer Systems Analyst University John Gavin (1991) Associate Vice President for Budgets and Joseph Bembry (2000) Billy Pachamango (2001) Finance Director of Computer Support Computer Systems Analyst BS, MBA, Seton Hall University BA, Monmouth University AS, Devry University

Gary Phoebus (1994) Karen M. Blaney (2007) Linda Puches (2006) Copy Center Manager Technology Support Manager/IT Instructional Designer Project Manager BA, Fordham University; MA, Kean University

Monmouth University 113 Directories

Glenn Schacht (2000) Steven Mervine (2004) Elizabeth (Anton) O’Brien (2006) Computer Systems Assistant Director of Media Operations Area Coordinator BS, Monmouth University BS, S.U.N.Y. Oneonta; MSEd., Michael Seeley (2005) Monmouth University Computer Systems Analyst Don Reynolds (2005) AAS, Bergen Community College Programmer/Analyst Christopher McKittrick (2006) Area Coordinator Lynn Stipick (1997) Carlton Richardson (2008) BS, MA, The College of New Jersey Director of Help Desk and Training System Administrator BS, West Chester State University Corey Inzana (2006) Gary Rosenberg (2001) Area Coordinator Michael Walsh (2002) Manager, Telecommunications BS, Quinnipiac University; MBA, Technology Support Manager/IT Monmouth University Project Manager Thomas Shenko (1999) BA, Purdue University; MA, The Senior Programmer/Analyst Eric F. Mochnacz (2005) Richard Stockton College of New AA, DeVry Technical Institute Area Coordinator Jersey BA, Seton Hall University; MSEd., Charles (Joe) Strickland (1993) Monmouth University Information Operations Network Administrator Kerby Vincent (2010) John Sonn (1988) Bonnie Ullmeyer (1997) Area Coordinator Associate Vice President for Information Director of Enterprise Programming BA, MA, The College of New Jersey Operations and Integration BA, Rutgers University BS, Monmouth University Tony Conard (2011) Area Coordinator James Allan (2004) STUDENT and COMMUNITY BS, Loyola University; MS, Florida System Administrator SERVICES State University AA, Brookdale Community College Mary Anne Nagy (1986) Amy Bellina (1994) Paula Cannella (2000) Vice President for Student and Director of Student Activities and System Administrator Community Services Student Center Operations BA, Monmouth University BS, Springfield College; MSEd., Monmouth BA, University of Pittsburgh; MA, College; MBA, Monmouth University Indiana University of Pennsylvania Robert Carsey (1998) Director of Server Operations James Pillar (1995) Heather Kelly (2004) BS, MS, Monmouth University Associate Vice President for Student Assistant Director of Student Services Activities for Multicultural and Alan Chiu (2000) BS, Millersville University; MBA, Diversity Initiatives Programmer/Analyst West Chester University BA, S.U.N.Y. University; MS, BA, Guangzhou Institute of Foreign Syracuse University Languages Paul Dement (2005) Director of Government and Megan McGowan (2010) Daniel Franciscus (2011) Community Relations Assistant Director of Student System Administrator BA, Pennsylvania State University Activities and BS, Capella University Student Center Operations Petra Ludwig (2003) BS, MS, Springfield College Kathleen Crawley (2002) Director of Public Affairs Senior Programmer/Analyst BA, Clark University Shannon Killeen (2002) Assistant Vice President for Student Eric Joyce (1999) Mark Holfelder (2000) Services Director of Infrastructure Operations Associate Director of Residential Life BA, Glassboro State College; MA, Brick Computer Institute BA, Widener University; MS, West Rowan College Chester University Charles Kittner (2010) Susan Damaschke (2009) Programmer/Analyst Raymond D. Gonzalez (2004) Coordinator of Transitions and Leadership Programs Diploma in Computer Technology, Associate Director of Housing BA, Bucknell University; MS, Miami New York University Operations University BA, Binghampton University; MS, Mary Latteri (2002) Syracuse University Programmer/Analyst Kathy Maloney (2001) BS, Monmouth University Megan Jones (2000) Director of Health Services Assistant Director of Residential Life BSN, Georgetown University; MBA, Michael McGuire (2007) and Judicial Affairs The George Washington Network Systems Administrator BS, Rutgers University; MS, University; MSN, Monmouth BA, Moravian College Monmouth University University

114 Monmouth University Directories

Louise Bosman (1997) Jacqueline Bartley-Oxley (2007) Heather Mistretta (2006) University Nurse Practitioner Associate Vice President of Assistant Editor BSN, MSN, Monmouth University Development BA, American University BA, Boston College; JD, Seton Hall Mary Lou Dalessandro (2000) University School of Law Samantha Murphy ’08 (2010) University Nurse Practitioner Phonathon Manager BA, Rutgers University; BSN, MSN, Jan Connolly (2002) BA, Monmouth University Monmouth University Director of Special Events and Programs Marilynn W. Perry (1996) Donna Maclachian (2008) BS, University of Evansville Director of Alumni Affairs University Nurse Practitioner BA, St. Lawrence University BSN, University of Wisconsin, Marian Dalton (2003) Madison Senior Special Events Coordinator Kevin Scally ’07 (2009) MSN, Monmouth University Annual Fund Marketing Manager Shari DeAnni (2005) BA, Monmouth University Suanne Schaad (2005) Assistant to the Vice President of Substance Awareness Coordinator University Advancement Georgina West ’02 (1997) BA, Loyola College (MD); MA, Director of Gift Planning and Monmouth University G. Anthony DelFranco (2000) Resource Development Director of Annual Fund Gifts BS, Northern Illinois University; MA, Luann Russell (2010) BS, Northern Michigan University Monmouth University Director of Conference and Event Services Laura Embrey (2012) ENROLLMENT MANAGEMENT BS, Georgian Court College Assistant Director of Alumni Affairs BA, Monmouth University Robert D. Mc Caig, EdD (2005) Nicole Frame (2010) Vice President for Enrollment Assistant Director of Conference and Elizabeth Esten (2012) Management Event Services Associate Director of Alumni Affairs BA, Penn State University; MA, Arcadia BS, The College of New Jersey; MA, BS, Boston University University; EdD, Temple University Monmouth University Lucille Flynn (2002) Andrea S. Bornstein (1977) Vaughn Clay (1994) Associate Vice President of Assistant to the Vice President for Director of Off Campus and University Advancement Enrollment Management Commuter Services BS, Seton Hall University BS, MA, Indiana University of Lauren Vento Cifelli (2000) Pennsylvania Charles Gerdon (2011) Assistant Vice President of Major Gifts Officer Enrollment Management Jeffrey Hood (2010) BA, Stockton State College; MA, BA, BS, MA, Monmouth University Coordinator of Veteran Services Montclair State University BS, University of Southern Colorado Victoria Bobik (2005) Freda Karpf ’75, ‘08 (1999) Director of Undergraduate Admission Franca Mancini, PhD (1985) Assistant Director of Prospect BA, Colgate University; MA, Director of Counseling and Research and Advancement University of South Carolina Psychological Services Proposal Writer and Grants BA, Monmouth University; PhD, Coordinator Andrew Amendola (2008) University of Rome, Italy BA, MSW, Monmouth University Admission Counselor BA, Monmouth University; MS, Lorraine Chiavetta (2010) Thomas E. Klimchak (2002) Monmouth University Psychological Counselor Director of Advancement Services BA, Wheaton College; PsyD, Rutgers BA, Millersville University Reve Anderko (2009) University Admission Counselor Michael S. Maiden, Jr. ‘07 (2005) BA, Moravian College Tom McCarthy (2007) Director of Advancement Publications Assistant Director of Counseling and BA, Boston University; MA, Brittany Barton (2009) Psychological Services Monmouth University Admission Counselor BA, MA, Monmouth University BA, Muhlenberg College Sharon Miggins ’06 (2002) UNIVERSITY ADVANCEMENT Assistant Director of Special Events Danielle Colbert (2007) and Programs Assistant Director of Undergraduate Mary Anne Nagy (1986) AAS, Fashion Institute of Technology; Admissions Acting Vice President for University BS, College of Staten Island; MAL, BA, Lafayette College Advancement Monmouth University BS, Springfield College; MSEd., Monmouth College; MBA, Monmouth University

Monmouth University 115 Directories

Patrick Dorsey (2005) Claire Alasio (1997) Janine Frederick (2010) Associate Director of Undergraduate Associate Vice President of Enrollment Publications and Admission Enrollment Management/Director of Communications BS, Fairleigh Dickinson University; Financial Aid Assistant Website Developer MSEd, Monmouth University BA, Roanoke College; MAEd, Virginia Polytechnic Institute and ADMINISTRATIVE SERVICES Kamal Kornegay (2004) State University Associate Director of Undergraduate Patricia Swannack (1975) Admission Kristen Isaksen (1997) Vice President for Administrative Services BA, Rowan University Associate Director of Financial Aid BS, Monmouth University BA, Dickinson College; MSEd., Lesbia Ortiz-Torres (2004) Monmouth University Kara Sullivan (1998) Assistant Director of Undergraduate Assistant to the Vice President for Admission Tabitha Conlan (2001) Administrative Services BA, Inter America University Senior Financial Aid Counselor AAS, Brookdale Community College BS, Georgian Court College Christine Benol (1991) Robert Cornero (1996) Vice President of Enrollment Sandra Crawford (2008) Associate Vice President for Campus Management Financial Aid Counselor Planning and Construction Director of Enrollment Research and BA, Muhlenberg College BE, Stevens Institute of Technology Technical Support BA, Monmouth University; MSEd, Marilyn Dorsey (1985) Lester Hauck (1988) Monmouth University Direct Lending Coordinator Director of Facilities Management for Operations Patricia Barr (1980) Nancy Hanson (1997) BS, Monmouth University Associate Director for Enrollment Assistant Director of Financial Aid Credit Evaluation BS, MBA, Monmouth University Richard Su (1990) BA, Monmouth University; MSEd, Director of Compliance and Special Monmouth University Robert C. Hennessey (2001) Event Services Assistant Director of Financial Aid BA, Monmouth University Kathleen Dennis (1993) BS, West Chester University Enrollment Research Coordinator Kevin G. Franken, Sr. (2007) BA, College of Saint Elizabeth Sarah Savarese (2001) Business Manager Director of Enrollment Publications BA, Towson University, BS, College Barbara Growney (1994) and Communications of St. Elizabeth; MS, New Jersey Director of Admission Processing BA, The College of New Jersey; Institute of Technology BS, Monmouth University; MSEd, MBA, Monmouth University Monmouth University Timothy Orr (1996) Todd Lesser (2009) Construction Manager Jaclyn A. Rizzo (2007) Web Writer BS, Geneva College Assistant Director of Admission Enrollment Publications and Processing Communications Monica Bottone (1994) BA, Kean University BA, Rutgers University; MS, New Assistant to the Directors of Facilities Jersey Institute of Technology Management and Grant Manager Kevin L. Roane (1993) BA, Montclair State University; MA, Director of Graduate Admission Lauren Harms-Kreig (2008) New York University BS, Fairleigh Dickinson University Social Media and Design Specialist BA, Monmouth University Maureen Coffey (1999) Laurie Kuhn (1999) Director of HRIS, Employment and Associate Director of Graduate Eileen Reinhard (2004) Communications Admission Assistant Director for Enrollment BS, MBA, Monmouth University BA, State University of New York at Publications and Communications Oneonta; MBA, Barush College- BA, Seton Hall University Robyn Salvo (2006) Mount Sinai School of Medicine Director of Human Resources Robert E. Smith (2004) BA, College of New Jersey Terry DeTuro (2006) Senior Website Developer Assistant Director of Graduate BS, Boston University Maureen Slendorn (2007) Admission Manager of Recruiting and Staffing BA, Rider University; MEd, University Vera Towle (2008) BS, Georgian Court University of Virginia Senior Communication Design Specialist Aimee M. Parks (2000) Andrea Thompson (2007) BA, Georgian Court University Assistant Director of Human Graduate Admission Counselor Resources for Student Employment BA, Marymount Manhattan College; BA, MA, Monmouth University MAT, Monmouth University

116 Monmouth University Directories

Sharon Smith (1996) Rich Carragher (2001) Carli Figlio (2005) Employee Benefits Administrator Assistant Athletics Director for Event Head Coach Field Hockey Management BA, Kent State University; BS, William McElrath (2003) BS, St. Joseph’s University Monmouth University Chief, MUPD BA, Kings College; MA, Seton Hall Jon Cascone (1997) Abe Flores (2003) University Director of Recreation and Assistant Coach Men’s and Women’s Intramurals In/Outdoor Track Dean Volpe BS, MA, East Stroudsburg University BA Fine Arts; MAEd, University of Captain of Police, MUPD Southern California Vanessa Christensen (2006) ATHLETICS Assistant Athletics Trainer Brian Gabriel (2004) BS, West Chester University; MSEd, Assistant Coach/Recruiting Football Marilyn McNeil (1994) Monmouth University BA Sienna College Vice President and Director of Athletics B.P.E., The University of Calgary; MA, Joe Compagni (1995) Jeff Gallo (2005) McGill University, EdD; Washington Director, Track & Field and Cross Assistant Coach Football State University Country BS, Monmouth University; MBA, BA, University of Delaware; MPS, Monmouth University Terence Archer (2008) University of Delaware, Cornell Assistant Football Coach University Eileen Ghant (2011) BA, Monmouth University Assistant Lacrosse Coach Mickey Cook (2006) BS, Rutgers University Courtney Ball (2009) Head Coach Men’s Tennis Cheerleading Coach BS, Rutgers University Karen Grygiel (2010) BS, Monmouth University Head Coach, Women’s Bowling Chris Damian (2005) BS, Vanderbilt University Devin Barry (2007) Assistant Coach Football/Video Assistant Coach Track Coordinator Rachelle Held (2012) BS, Mount St. Mary’s University BA, Monmouth University, MS Ed, Associate Athletics Director of Wagner College Student Development/SWA Stephen Bazaz (2009) BA, MSA, Canisius College Intramural and Club Sport Assistant Gregory Decos (1999) BA, Monmouth University Assistant Athletics Director Brian Hirshblond (2003) Equipment, Laundry Services Assistant Coach Men’s and Women’s James Belanger (2009) Track and Field Assistant Coach Baseball Vincent DeStasio (2005) BA, Monmouth University BS, University of Louisville Team Physician BS, Monmouth University; University Mike Iuliucci (2009) Louie Berndt (2009) of Iowa Assistant Equipment Manager & Head Coach Softball Recreation BS Western Michigan, Nicholls State Marquetta Dickens (2011) BA, Robert Morris University University Assistant Coach Women’s Basketball BS, North Carolina Central University John Jackman (1993) Tom Bieber (2008) Director of the Fitness Center Director of Athletics Academic Jill DiSanti (2007) Support Assistant Field Hockey Coach Juwan Jackson (2010) BS, Slippery Rock University; MBA, BS, Quinnipiac University; MA, Assistant Coach Football Monmouth University Monmouth University BA, Marist College; MBA, Wagner College Andy Bobik (1996) Karen Edson (1969) Associate Head Coach Football Associate Athletics Director for Ruth Jamnik (2011) BA, Colgate Business Assistant Athletic Director for Student Development Kevin Callahan (1992) Dean Ehehalt (1994) BA, Kean College Head Coach, Football Head Coach, Baseball BA, University at Rochester BSEd, MSEd, East Carolina Amanda Kuperavage (2011) University Assistant Strength and Conditioning Richard Callahan (2011) Coach Assistant Coach Men’s Basketball Sam Ferry (2011) BS, DeSales University; MA, BS, Salem College, MS, Syracuse Director of Men’s Basketball Gardner-Webb University University Operations BS, Vanderbilt University Taryn Landers (2008) Reggie Carney (2011) Track and Field Operations Assistant Coach Women’s Basketball Coordinator BS, Northern Arizona University BA, Lafayette University

Monmouth University 117 Directories

Hugh MacDonald (2008) Jon Roos (2011) Jarred Weiss (2009) Assistant Coach Men’s Soccer Assistant Athletics Director for Sales Assistant Athletics Business Manager BA, Monmouth University and Development BA, Monmouth University; MA, BA, University of Tennessee; MBA, Monmouth University Megan McAllister (2011) Lynn University Assistant Coach Softball Denise Wescott (2009) BS, University of Georgia Kylee Rossi (2012) Head Coach, Lacrosse Assistant Coach, Women’s Soccer BS, MS, University of Maryland Robert McCourt (2004) BA, University of Tennessee Head Coach, Men’s Soccer Chuck Whedon (2012) BA, Adelphia University Simon Rosenblum (2002) Associate Athletic Director of Sports Associate Director of Sports Medicine Medicine Sherri McDonald (2002) BS, Waynesburg College; MSEd, Old BS, Slippery Rock University; MS, Head Coach, Women’s Golf Dominion University of Kansas BA, Pennsylvania State University Nicholas Scaramazza (2011) Dan Wojtaszek (2011) David Motisi (2009) Assistant Athletics Trainer Intramural and Club Sport Assistant Assistant Athletics Trainer BS, West Chester University of BS, Rutgers University BS, Quinnipiac University Pennsylvania Larry Zdilla Patrice Murray (1988) Dennis Shea (1993) Assistant Coach Football Head Coach, Women’s Tennis Director of Golf BS, MSEd, California University of BA, MA, Monmouth University BS, Ithaca College Pennsylvania

Ed Occhipinti (2006) Jeff Stapleton (1990) FACULTY Assistant Athletics Director for Senior Associate Athletics Director for Marketing, Advertising and Internal Affairs EMERITUS FACULTY Promotions BA, Hobart College BA, MA, Monmouth University Derek A. Barnes Alex Stein (2007) Professor Emeritus of Physics Rick Oliveri (2011) Assistant Athletics Trainer B.A., M.A., Ph.D., Christ Church, Oxford Assistant Coach Baseball BS, William Patterson; MEd, University, England BS, University of Buffalo; MBA, University of Virginia Lincoln Memorial Willard Bastian Meg Tarrant (2011) Associate Professor Emeritus of Greg Ott (2011) Director of Women’s Basketball Computer Science Athletics Communication Assistant Operations B.Ch.E., John Hopkins University; M.S., BS, Springfield College BS, MA, Seton Hall University Princeton University

Jenny Palmateer (2011) Chris Tobin (2000) Donald Bretzger Head Coach Women’s Basketball Associate Athletics Director for Professor Emeritus of Chemistry BA, North Carolina State University Athletics Communication B.S., Ursinus College; M.S., Ph.D., BS, College of New Jersey University of Delaware Jasmina Perazic (2011) Assistant Coach Women’s Basketball Kristine Turner (1998) Richard E. Brewer BA, University of Maryland Head Coach, Women’s Soccer Associate Professor Emeritus of English BS, College of New Jersey; MEd, B.A., Drew University; B.D., Th.M., Derrick Phelps (2011) Lafayette College Princeton Theological Seminary; M.A., Assistant Coach Men’s Basketball Rutgers University BA, University of North Carolina Scott Van Zile (2000) Assistant Coach/Offensive Robert Brooks Brian Reese (2011) Coordinator Football Associate Librarian Emeritus Assistant Coach, Men’s Basketball BA, Towson University B.A., B.S.L.S., University of North BA, University of North Carolina Carolina; M.S.Ed., Monmouth College Greg Viscomi (2006) Tim Rehm (2008) Assistant Athletics Director for Godfrey Buzzelli Coordinator Strength and Conditioning Communications and New Media Associate Professor Emeritus of Physical BS, Springfield College BA, Towson University; MS, Canisius Education College Ed.B., Ed.M., University of Buffalo King Rice (2011) Head Men’s Basketball Coach Robert Voorhees (2003) John E. Carson BA, University of North Carolina Director of Aquatics Associate Professor Emeritus of Mathematics B.A., Drew University; M.S., New York University

118 Monmouth University Directories

Floyd R. Deardorff Doris K. Hiatt (1979) Marilyn M. Lauria Assistant Professor Emeritus of Associate Professor Emerita of Psychology Associate Professor Emerita of Nursing Mathematics A.B., Cornell University; Ph.D., City B.S.N., Hunter College; M.Ed., Ed.D., B.A., Temple University; M.A., Catholic University of New York Teachers College, Columbia University University Waltraud Hieslmair R. Kaiser-Lenoir Philip C. Donahue Associate Professor Emerita of Physics Professor Emeritus of Foreign Languages Associate Professor Emeritus of History B.S., M.S., University of Vienna, Austria Licence es Lettres, Sorbonne; Diplome B.S., Temple University; M.A., University d’Etudes Litteraires Superieures, of Pennsylvania Robert L. Huber C.A.P.E.T., Strasbourg Associate Professor Emeritus of Francis Patrick Dooley Communication Murray Levine Professor Emeritus of History B.A., Montclair State College; M.A., Associate Professor Emeritus of English A.B., Villanova University; M.A., Ph.D., Adelphi University B.A., New York University; M.A., Harvard University of Maryland University Edward Jankowski Donald Dorfman Professor Emeritus of Art and Design Helen T. MacAllister Professor Emeritus of Biology BFA, Layton School of Art; MFA, Associate Professor Emerita of Biology B.S., Monmouth College; M.S., University University of Wisconsin B.S., Douglass College; M.S., Rutgers of Connecticut; Ph.D., Rutgers University University Barbara Harris Jaye Harris Drucker Professor Emerita of English David Martin Professor Emeritus of Software Engineering B.A., City College of New York; M.A., Professor Emeritus of English B.S.E.E., Pennsylvania State University; Ph.D., Rutgers University B.A., Providence College; M.A., University M.S.E., Ph.D., University of Pennsylvania of Rhode Island; Ph.D., New York Margaret G. Juckett University Stanley Dubroff Associate Professor Emerita of Associate Professor Emeritus of Business Management Donald B. McKenzie Law B.S., West Virginia Wesleyan College; Professor Emeritus of English B.S., Drexel University; J.D., Temple M.A., University of Kentucky; M.B.A., Ph.D., University of Pennsylvania University Monmouth College Rose Mary Miller William R. Feist Quentin Keith Associate Professor Emerita of Associate Professor Emeritus of Finance Associate Professor Emeritus of English Mathematics B.A., Princeton University; M.S.Ed., B.A., Lehigh University; B.A., (Hons.), B.S., Middlebury College; Ed.M., University of Pennsylvania; M.A., Lehigh M.A., Kings College, Cambridge University of Vermont; Post-Master’s University; Ph.D., Temple University University, England Certificate, University of Maine

Albert Friedman Louis J. Kijewski Thomas F. Murtha Professor Emeritus of Sociology Professor Emeritus of Physics Associate Professor Emeritus of Physical A.B., A.M., Ph.D., University of Michigan B.A., La Salle College; M.A., Columbia Education University; Ph.D., New York University B.S., Long Island University; M.S., Carol A. Giroud Newark State College Professor Emerita of Physical Education Glenn King B.S., University of North Carolina at Professor Emeritus of History and Howard Nitzberg Greensboro; M.Ed., University of North Anthropology Professor Emeritus of Foreign Languages Carolina; Ph.D., Union Graduate School B.A., Cornell University; M.A., University A.B., M.A., Brooklyn College; Ph.D., New of California at Los Angeles; Ph.D., York University Richard Guilfoyle University of California at Berkeley Professor Emeritus of Mathematics Richard Paris (1987) B.S., C.W. Post College; M.S., Ph.D., Carl M. Koreen Associate Professor Emeritus of English Stevens Institute of Technology Associate Professor Emeritus of B.A., University of California at Berkeley; Mathematics M.A., San Francisco State University; C. Dale Haase B.S., M.S., Louisiana State University Ph.D., University of California at Associate Professor Emeritus of Music Berkeley B.S., Mannes College of Music; B.S., Richard A. Kuntz M.A., Teachers College, Columbia Professor Emeritus of Mathematics Marilyn A. Parker University B.S., Monmouth College; M.A., Ph.D., Professor Emerita of Chemistry University of Maryland B.S., University of Wisconsin; Ph.D., James A. Heely University of Washington Associate Professor Emeritus of Susan Kuykendall Accounting Associate Librarian Emerita Richard Pirchner B.B.A., Saint Francis College; M.B.A., B.S., Trinity University; M.L.S., Rutgers Associate Professor Emeritus of Fairleigh Dickinson University; CPA, University Computer Science New York B.S., University of Dayton; M.S., St. John’s University

Monmouth University 119 Directories

Alicia E. Portuondo Thomas Smith Richard Wilson Professor Emerita of Foreign Languages Associate Professor Emeritus of Associate Professor Emeritus of Business Licenciado en Filosofia y Lettras; Mathematics Administration Licenciado en Derecho, Oriente B.S., Nicholls State College, M.S.; A.B., Columbia College; J.D., St.John’s University, Cuba; M.A., Rutgers Louisiana State University; Ph.D., University; L.L.M., New York University; University; Ph.D., New York University Louisiana State University Member of New York Bar

Robert Rechnitz Viola T. Snow William A. Wollman Professor Emeritus of English Associate Professor Emerita of Education Associate Professor Emeritus of Music B.S., Northwestern University; M.A., B.S., M.S.Ed., Monmouth College; Ed.D., B.Mus., Manhattan School of Music; M.A., Columbia University; Ph.D., University Rutgers University Teachers College, Columbia University; of Colorado Ed.D., New York University Leonard E. Spiegel Walter Reichert Professor Emeritus of Biology William A. Yaremchuk Associate Professor Emeritus of A.B., Drew University; M.S., Northwestern Professor Emeritus of Communication Computer Science University; Ph.D., Cornell University A.B., Fairmont (W. Va.) State College; B.S.M.E., Drexel Institute of Technology; M.A., West Virginia University; Ph.D., Ph.D., University of Pittsburg Kenneth R. Stunkel (1965) New York University Professor Emeritus of History Thomas Reiter B.A., M.A., Ph.D., University of Maryland Theresa Julia Zielinski Professor Emeritus of English Professor Emerita of Chemistry B.A. Loras College (IA); M.A., University Tadeusz Swietochowski B.S., M.S., Ph.D., Fordham University of Virginia; Ph.D., University of Professor Emeritus of History Massachusetts Magister, University of Warsaw; M.A., FACULTY American University of Beirut; Ph.D., Everett Rich New York University Julius O. Adekunle (1996) Associate Professor Emeritus of Professor of History Communication Mary E. Swigonski (1997) B.A., University of Ife, Nigeria; M.A., B.S., M.S., Emerson College Associate Professor Emerita of Social University of Ibadan, Nigeria; Ph.D., Work Dalhousie University, Canada Benjamin Rigberg B.A., Allentown College of St. Francis de Professor Emeritus of History Sales; M.S.W., Marywood College; Gilda M. Agacer (1998) B.S., Temple University; M.A., University Ph.D., Rutgers University Associate Professor of Accounting and of Illinois; Ph.D., University of Associate Dean of the Leon Hess Pennsylvania D. Robert Teeters Business School Professor Emeritus of Physics B.A., University of the East Philippines; Martin J. Ryan B.A., Oregon State College; M.A., Ph.D., M.I.B.S., Ph.D., University of South Associate Professor Emeritus of Art University of California at Berkeley Carolina B.S., M.A., Columbia University Arie van Everdingen G. Oty Agbajoh-Laoye (1997) Pierre J. Salmon Associate Professor Emeritus of Art Associate Professor of English Associate Professor Emeritus of B.F.A., M.F.A., Alfred University B.A., M.A., Ph.D., University of Ibadan, Accounting Nigeria B.S.B.A., Boston College; M.B.A., New Hildegard Webb York University; CMA, CPA, New Jersey Associate Librarian Emerita Gwendolyn Alexis (2005) B.A., Wake Forest University; M.L.S., Associate Professor of Management Aaron H. Schectman Rutgers University B.S., University of Southern California; Professor Emeritus of Education M.A.R.,Yale University Divinity School; B.S., M.Ed., Ed.D., Rutgers University Richard E. Weber M.A., Graduate Faculty New School; Professor Emeritus of Economics Ph.D., New School for Social Research Morris R. Short B.A., M.A., Ph.D., Rutgers University Professor Emeritus of Philosophy Harvey Allen (2006) B.A., M.A., George Washington Ruth C. West Assistant Professor of Educational University; Ph.D., Columbia University Associate Professor Emerita of Education Leadership, School Counseling and B.A., Barnard College; M.A., Ed.D., Special Education Caryl Sills Teachers College, Columbia University B.A., M.A., Montclair State College; Ed.D., Associate Professor Emerita of English Rutgers University B.A., Northwestern University; M.A.T., William F. Wetzel Monmouth College; Ed.D., Rutgers Assistant Professor Emeritus of Music Sheri Anderson (2005) University B.A., M.A., Montclair State College Specialist Professor of Theatre B.A., William Jewell College; M.F.A., Robert J. Sipos University of California, San Diego; Professor Emeritus of English M.A., Monmouth University B.S., Fordham College; M.A., Teachers College; M.A., New York University

120 Monmouth University Directories

Aaron Ansell (2007) Noel Belinski (2008) John J. Burke (1996) Assistant Professor of History and Lecturer of English Associate Professor of Theatre Anthropology and Director of the Jewish B.A., Barnard College of Columbia B.A., Seton Hall University; M.A.T., Jersey Culture Program University; M.A.T., Monmouth University City State College; M.A.L.S., New B.A., University of California, San Diego; School - Graduate Faculty; Ph.D., M.A., Ph.D., University of Chicago Bojana Beric (2006) Michigan State University Assistant Professor of Nursing and Health Nahid Aslanbeigui (1988) Studies David U. Burkholder (2009) Professor of Economics M.A., Montclair State University; Ph.D., Assistant Professor of Psychological B.A., University of Tehran; M.A.; Ph.D., University of Novi Sad, Yugoslavia; Counseling University of Michigan Ph.D., New York University B.S., Geneva College, M.Ed., Ohio University, Ph.D., Kent State University Mary Kate Azcuy (2004) Stanley S. Blair (1996) Associate Professor of English Associate Professor of English John Buzza (2005) B.S., Monmouth University; M.A., New B.A., Gardner-Webb College; M.A., Specialist Professor of Management and York University; Ph.D., Drew University Marquette University; Ph.D., Duke Marketing University B.S., Monmouth University; M.S., Barrie Bailey (2001) University of Phoenix Associate Professor of Finance Heidi Bludau (2012) B.S., M.B.A.; Ph.D., University of Central Lecturer of History and Anthroplogy Kenneth Campbell (1986) Florida BA, Med, Texas A&M University; MA, Professor of History ABD, Indiana University B.A., Virginia Commonwealth University; Thomas Baker (2004) M.A., Ph.D., University of Delaware Associate Professor of Art Kristin Bluemel (1994) B.F.A., East Carolina University; M.F.A., Professor of English, McMurray Bennett JoAnne Cascia (2012) University of Wisconsin Endowed Chair Assistant Professor of Education B.A., Wesleyan University; M.A., Ph.D., BA, MA, Kean University; EdD, Nova Daniel Ball (2007) Rutgers University Southeastern University Assistant Professor of Management and Marketing Barbara Lynn Bodner (1988) Alan A. Cavaiola (1996) B.S., Western New England College; Professor of Mathematics Professor of Psychological Counseling M.S., Lehigh University; M.S., B.S., Fairleigh Dickinson University; M.S., B.A., Monmouth College; M.A.,Fairleigh Rensselaer Polytechnic Institute; Ph.D., Pennsylvania State University; Ed.D., Dickinson University; Ph.D., Hofstra University of Massachusetts Rutgers University University

Rosemary Barbera (2005) Gregory Bordelon (2012) Suneal Chaudhary (2007) Associate Professor of Social Work; Lecturer of Political Science Assistant Professor Mathematics Director of the MSW Program JD, Louisiana State University B.S., California Tech; M.S., Ph.D., UCLA B.A., M.A., La Salle University; M.S.W., Ph.D., Bryn Mawr College Carolyn Bradley (2005) Laurel Chehayl (2006) Associate Professor of Social Work Assistant Professor of Curriculum and Jason Barr (2005) B.A., College of St. Elizabeth; M.S.W., Instruction Associate Professor of Education, Ph.D., Fordham University B.S., M.Ed., Ph.D., Kent State University Associate Dean, School of Education B.A., University of Hartford; M.A., New Mary Brennan (2005) Micah Chrisman (2007) York University; Ph.D., Fordham Specialist Professor of Education Assistant Professor of Mathematics University B.A., Dominican College; M.S., Lehman B.S., M.S., Virginia Tech; Ph.D., University College of Hawai’i at Manoa Mary Lee Bass (2004) Lecturer of Education Karen T. Bright (1996) Edward W. Christensen (1996) B.S., Millersville University; M.S.Ed., Associate Professor of Art Associate Professor of Management; Vice Monmouth University; Ed.D., Rutgers B.F.A., University of the Arts; M.F.A., President for Information Management University Cranbrook Academy of Art A.S., George Washington University; B.S., Southern Illinois University; M.B.A.. Richard Bastian (2006) Liora Brosh (2006) Ph.D., Rutgers University Lecturer of Mathematics Lecturer of English B.S., City College of New York; M.S., B.A., M.A., The Hebrew University, Andreas C. Christofi (1997) Columbia University; Ph.D., Johns Jerusalem; Ph.D., New York University Associate Professor of Finance, Chair, Hopkins University Department of Economics, Finance and Heather Brown (2010) Real Estate Judith Bazler (1997) Assistant Professor of English B.A., Graduate Industrial School of Professor of Education B.A., Hollins University; M.A., University Thessaloniki, Greece; M.B.A., University B.S., Northern Illinois University; M.Ed., of North Carolina; Ph.D., University of of New Orleans; Ph.D., Pennsylvania Ed.D., University of Montana Maryland State University

Monmouth University 121 Directories

Natalie Ciarocco (2007) Pedram Patrick Daneshgar (2010) Dana J. Ehret (2011) Associate Professor of Psychology Assistant Professor of Biology Instructor of Biology B.A., M.A., Ph.D., Case Western Reserve B.A., University of Delaware; M.S., Saint PhD, University of Florida University Joseph’s University; Ph.D., University of Florida Azzam Elayan (2006) Andrew L. Cohen (2007) Lecturer of Chemistry, Medical Professor of Art; Chair of the Department Christopher DeRosa (2004) Technology and Physics of Art and Design Associate Professor of History B.S., Bethlehem University, Israel; Ph.D., B.A., Indiana University, M.A., Ph.D., B.A., Columbia University; Ph.D., Temple Wesleyan University University of Chicago University Josh Emmons (2010) Gregory J. Coram (1987) Vincent M. DiMattio (1968) Assistant Professor of English Associate Professor of Criminal Justice Professor of Art B.A., Oberlin College; M.F.A., The B.A., Wheeling College; M.S., Psy.D., B.F.A., Massachusetts College of Art; University of Iowa Indiana State University M.F.A., Southern Illinois University Heide Estes (1998) Joseph Coyle (2002) Lisa Dinella (2006) Associate Professor of English Associate Professor of Mathematics Assistant Professor of Psychology B.A., University of Pennsylvania; M.A., B.S., Miami University; M.S., Ph.D., B.A., The College of New Jersey; M.S., M.Phil., Ph.D., New York University University of Dayton Ph.D., Arizona State University Prescott Evarts, Jr. (1966) Pat Hill Cresson (1995) Donna Montanaro Dolphin (1987) Professor of English Professor of Art Associate Professor of Communication B.A., Harvard College; M.A., Ph.D., B.S., University of Wisconsin; M.F.A., B.A., Clark University; M.A., Montclair Columbia University Pratt Institute State College; M.F.A., Mason Gross School of the Arts, Rutgers University Linda Flaming (2003) Michael Cronin (2010) Associate Professor of Accounting, Chair Assistant Professor of Social Work Kevin Dooley (2005) of the Department of Accounting B.A., Northeastern University; MSW, Associate Professor of Political Science B.S., University of Science and Arts of Columbia University; Ph.D.,Yeshiva and Dean of the Honors School Oklahoma; B.A., M.S., Queens College, University B.A., Monmouth University; M.A., Rutgers City University of New York; Ph.D., University; Ph.D., Rutgers University University of Oklahoma Rekha Datta (1995) Professor of Political Science Maureen Dorment (2006) Kathryn Fleming (2011) B.A., M.A., Presidency College, University Lecturer of History and Anthropology Specialist Professor of Nursing of Calcutta, India; Ph.D., University of B.S., Georgetown University; M.S., PhD, University of Medicine and Dentistry Connecticut Monmouth University of New Jersey

Margaret Del Guercio (1988) Ellen Doss-Pepe (2006) Luis Flores-Portero Associate Professor of English Lecturer of Biology Lecturer, Educational Leadership, School B.A., M.A., Montclair State College; Ph.D., B.S., University of Scranton; Ph.D., Counseling, And Special Education New York University Rensselaer Polytechnic Institute BA, Universidad de Extremadura; MA, Western Michigan University; PhD, The Chad Dell (1996) Susan Douglass (2002) Pennsylvania State University Associate Professor of Communication; Specialist Professor of History and Chair of the Department of Anthropology Ronald G. Frangipane (1997) Communication B.A., M.A., Brooklyn College, City Associate Professor of Music B.A., M.A., Ph.D., University of University of New York B.A., Eastman School of Music; M.F.A., Wisconsin-Madison Goddard College Matthew Doyle (2012) John W. Demarest (1976) Lecturer, Library Cira Fraser (1998) Professor of Psychology BA, MLIS, Rutgers University Associate Professor of Nursing B.A., State University of New York B.S., The College of Staten Island; M.S., (Brockport); M.A., Connecticut College; Eleanora Dubicki (2003) Rutgers University, Newark; Ph.D., Ph.D., State University of New York at Associate Librarian Adelphi University Stony Brook B.A., Douglass College; M.L.S., M.B.A., Rutgers University Aaron Furgason (2004) Andrew Demirjian (2007) Associate Professor of Communication Specialist Professor of Communication Tresa Dusaj (2009) B.A., Monmouth University; M.A., B.A., Clark University; M.F.A., Hunter Assistant Professor of Nursing and Health Emerson College; Ph.D., Rutgers State College Studies University of New Jersey BSN, Johns Hopkins University; MS, New York University

122 Monmouth University Directories

Frank Fury (2007) Letitia Graybill (2004) Mary Harris (2011) Lecturer of English Lecturer of Education Specialist Professor of Communication B.A., Boston College; Ph.D., Drew A.B., City University of New York, Hunter B.A., Rowan University; M.A., Monmouth University College; Ed.M., Harvard University; University Ed.D., Rutgers University Priscilla Gac-Artigas (1995) Christine Hatchard (2010) Professor of Foreign Language Studies Stanton W. Green (2004) Specialist Professor of Psychology B.A., University of Puerto Rico; Ph.D., Professor of Anthropology; B.A., Monmouth University; M.S., Psy.D., University of Franche-Comte, France Dean of the Wayne D. McMurray School Chestnut Hill College of Humanities and Social Sciences Rachel Gardner (1989) B.A., New York University; M.A., Ph.D., Yihong He (2002) Associate Librarian University of Massachusetts, Amherst Associate Professor of Accounting B.A., Vassar College; M.A., Middlebury B.S., M.S., NanKai Unviersity, Tianjin, College; M.L.S., Rutgers University Brian Greenberg (1990) China; Ph.D., Cleveland State University Professor of History; Jules L. Plangere, Jr. Ivan A. Gepner (1973) Endowed Chair in American Social Christopher A. Hirschler (2009) Associate Professor of Biology and Chair History Assistant Professor of Nursing of the Department of Biology B.A., Hofstra University; M.A., State B.S., Excelsior College; M.A., State B.A., Rutgers University; M.A., Ph.D., University of New York at Albany; Ph.D., University of New York; Ph.D., Princeton University Princeton University Cleveland State University

George Germek (2006) Michelle Grillo (2010) Shannon Hokanson (2005) Associate Librarian Assistant Professor of Criminal Justice Lecturer of Communication B.A., B.S., Kean University; M.A., M.L.S., B.S., M.A., University of Massachusetts B.A., M.A., Monmouth University Rutgers University Lowell; M.A., Ph.D., Rutgers University Robyn Holmes (1993) Michael Gillette Carolyn Groff (2007) Professor of Psychology Specialist Professor of Music and Theatre Assistant Professor of Education B.A., M.A., Ph.D., Rutgers University Arts B.A., Mount Holyoke College; Ph.D., B.A., Hamilton College; M.A., Yale Rutgers University Andrea Hope (2007) University Assistant Professor of Nursing and Health Susan Gupta (2006) Studies Elizabeth Gilmartin (2004) Associate Professor of Management and B.S. Montclair State University; M.S., The Lecturer of English Marketing American University; Ed.D., Teachers B.A., Georgian Court College; M.A., Seton B.S., M.S., University of Missouri-Columbia; College, Columbia University Hall University; Ph.D., New York Ph.D., University of Tennessee University Ursula Howson (2006) Stephanie Hall (2009) Assistant Professor of Biology Bonnie Gold (1998) Assistant Professor of Psychological B.S., Lebanon Valley College; M.S., Professor of Mathematics Counseling University of Arizona; Ph.D., University A.B., University of Rochester; M.A., B.A. University of Kentucky; M.A. of Delaware Princeton University; Ph.D., Cornell Louisiana Tech University; Ph.D., University University of New Orleans Mariama Hubbard (2011) Assistant Professor of Nursing Edward Gonzalez-Tennent (2011) Kimberly Hanbury (2008) DNP, University of Medicine and Dentistry Assistant Professor of Anthropology Specialist Professor of Social Work New Jersey Director of the Geographic Information B.A., Loyola College; M.S.W., Monmouth Systems (GIS) Program; PhD, University Bradley Ingebrethsen (2004) University of Florida. Lecturer of Chemistry, Medical Amy Handlin (1991) Technology and Physics Albert Gorman (2007) Associate Professor of Marketing B.S., Brooklyn College City University of Specialist Professor of Criminal Justice B.A., Harvard University; M.B.A., Columbia New York; M.S., Ph.D., Clarkson B.A. Iona College; M.A., City University of University; Ph.D., New York University University New York Wendy A. Harriott (2000) Aurora Ioanid (1996) Susan M. Goulding (1996) Associate Professor of Education; Chair, Associate Librarian, Head of Technical Associate Professor of English; Chair, Department of Curriculum and Instruction Services Department of English B.S., Bloomsburg University; M.S., M.A., University of Bucharest, Romania; B.A., M.A., Adelphi University; Ph.D., New Marywood College; Ph.D., Pennsylvania M.L.S., Columbia University York University State University Jeffrey Jackson (2011) Neil Graves (2008) Matthew Harmon Assistant Professor of English Lecturer of English Specialist Professor of Communication BA, Linfield College; MA, Portland State B.A., University of Manchester; M.A., BA, MA, Monmouth University University; PhD, Rice University University of Newcastle; Ph.D., Oxford University

Monmouth University 123 Directories

Laura T. Jannone (2003) Rose Knapp (2010) Kathryn A. Lionetti (1990) Associate Professor of Nursing and Assistant Professor of Nursing; Chair, Associate Professor of Biology Director of the M.S.N. Program Department of Nursing B.S., Ph.D., State University of New York B.S.N., M.S., New Jersey City State B.A. State University of Plattsburgh; M.S., at Stony Brook College; Ph.D., Columbia University Seton Hall University; DNP, University of Miami Jean Li (2011) Scott Jeffrey (2009) Lecturer of History Assistant Professor of Management James Konopack (2006) PhD, University of California, Berkeley. BSC, MBA Santa Clara University; Ph.D., Assistant Professor of Nursing and Health University of Chicago Studies; Chair, Department of Health Linda Littman (2005) and Physical Education Lecturer of English Joanne Jodry (2003) B.A., Cornell University; M.E., Boston B.A., State University of New York; M.S., Specialist Professor of Psychological University; Ph.D. University of Illinois Canisius College; M.A., Columbia Counseling University; Ph.D., Teachers College, M.A., Monmouth University, EdD, Argosy Michiko Kosaka (1986) Columbia University University; DMH, Drew University Associate Professor of Computer Science B.A., Manhattanville College; M.A., Ph.D., Biyue (Betty) Liu (2000) Barbara Johnston (2008) New York University Professor of Mathematics Professor and Hess Chair in Nursing B.S., M.S., Nanjing University, China; Education; Director of the DNP Program Dmytro Kosenkov (2012) Ph.D., University of Maryland B.S., M.S., Hunter College; Ph.D., Hofstra Assistant Professor of Chemistry University BS, MS, National Taras Shevchenko Weizheng Liu (1994) University of Kyiv; PhD, Jackson State Professor of Criminal Justice; Chair of the Edward Johnston (2010) University Department of Criminal Justice Specialist Professor of Art and Design B.A., M.A., Jilin University, China; Ph.D., B.A., M.Ed., University of Notre Dame; Jamie Kretsch (2007) Indiana University of Pennsylvania MFA, University of Michigan Specialist Professor of Software Engineering Dorothy Lobo (2002) Pamela Jones (2012) B.S., Monmouth University; M.S., Associate Professor of Biology Specialist Professor of Education University of Wisconsin-Madison B.A., Immaculate College; Ph.D., Catholic BS, Stockton State College; MA, Montclair University of America University; MA, Kean University Robin Kurcharczyk (2005) Lecturer of Chemistry, Medical Brian Lockwood (2010) George Kapalka (2001) Technology, and Physics Assistant Professor of Criminal Justice Professor of Psychological Counseling B.A., Douglass College, Rutgers B.A., College of New Jersey; M.A., ABD, and Interim Chair of the Department of University; Ph.D., Yale University Temple University Psychological Counseling B.A., M.A., Manhattan School of Music; Thomas Lamatsch (2012) Min-Hua Lu (1991) M.A., Kean University; Ph.D., Fairleigh Assistant Professor of Political Science Associate Professor of Marketing; Chair Dickinson University BA, University Stuttgart; MA, PhD, Marketing and International Business University of Connecticut B.A., M.A., Beijing Institute of Foreign Laura Kelly (2003) Trade; D.B.A., George Washington Associate Professor of Nursing Massimiliano Lamberto (2006) University B.S.N., Monmouth University; M.S., Associate Professor of Chemistry, Medical Rutgers University; Ph.D., Rutgers Technology and Physics Jia Luo (2011) University B.S., M.S., University of Messina, Italy; Lecturer, Chemistry, Medical Technology Ph.D., University of Southampton, and Physics Jiwon Kim (2010) United Kingdom B.A., University of Science and Lecturer of Curriculum and Instruction Technology, China; Ph.D., University of B.A., M.A., Korea University, Seoul, South Stacy Lauderdale (2011) Pittsburgh Korea; Ph.D., Purdue University Assistant Professor of Education B.S., Clemson University; M.A., California Francis C. Lutz (1996) Sung-Ju Kim (2012) State University, Northridge; Ph.D., Professor of Electrical Engineering Assistant Professor of Social Work University of California, Riverside B.S., New Jersey Institute of Technology; BA, Dong-Guk University; MS, Case M.S., Ph.D., New York University Western Reserve University; ABD, Matthew Lawrence (2012) Indiana University Specialist Professor of Communication James P. Mack (1974) BA, The College of New Jersey; MFA, Professor of Biology Kathryn Kloby (2007) Boston University B.S., Monmouth College; M.S., William Assistant Professor of Political Science Paterson College; Ed.D., Teachers B.A., Marywood College; M.S., Montclair Gary Lewandowski (2002) College, Columbia University State University; Ph.D., Rutgers Associate Professor of Psychology; Chair, University Department of Psychology B.A., Millersville University; M.A.,Ph.D., State University of New York at Stony Brook

124 Monmouth University Directories

Alison Maginn (1997) Anne Massoni (2008) Allen Milewski (2003) Associate Professor of Foreign Language Specialist Professor of Art and Design Associate Professor of Software Studies B.A., Connecticut College; M.F.A., Ohio Engineering B.A., University of Ulster, Northern Ireland; University B.A., University of Wisconsin; M.A., Ph.D., M.A., Ph.D., University of Wisconsin Brown University Golam Mathbor (1999) Y. Lal Mahajan (1979) Professor of Social Work; Associate Dean Kenneth Mitchell (2006) Associate Professor of Economics and of the Wayne D. McMurray School of Associate Professor of Political Science Finance Humanities and Social Sciences B.A., University of California; M.S., B.A., University of Panjab, India; M.A., B.S.S., M.S.S., Bachelor of Law (L.L.B.), London School of Economics; D.Phil., University of Chicago; Ph.D., Northern University of Dhaka, Bangladesh; Oxford University, United Kingdom Illinois University; Ph.D., Rutgers M.S.W., McGill University; Ph.D., The University University of Calgary William P. Mitchell (1968) Professor of Anthropology Janet Mahoney (1995) Elena Mazza (2005) Freed Foundation Endowed Chair in Professor of Nursing Assistant Professor of Social Work Social Science; A.B., Brooklyn College; Dean of the Marjorie K. Unterberg School B.S.W., Monmouth University; M.S.W., Ph.D., University of Pittsburgh of Nursing and Health Studies Fordham University; PhD, New York R.N., St. Mary’s Hospital; B.S.N., University Gregory Moehring (2011) Monmouth College; M.S.N., Seton Hall Associate Professor of Chemistry and University; Ph.D., New York University Sheila McAllister (2007) Chair, Chemistry, Med Tech and Physics Assistant Professor of Communication Ph.D., Purdue University Jose M. Maldonado (2005) B.A., M.A., William Paterson University; Associate Professor of Education Ph.D., Rutgers University Donald M. Moliver (1982) B.A., East Stroudsburg University; M.Ed., Professor of Economics; Lehigh University; M.S., Wilkes Rebecca McCloskey (2010) Dean of the Leon Hess Business School; University; Ph.D., University of Arkansas Specialist Professor of Social Work Pozycki Endowed Professor of Real B.A., Seton Hall University; M.S.W., Ohio Estate Srikantaiah Mallikarjun (1967) State University B.A., Fairleigh Dickinson University; M.A., Professor of Physics Ph.D., Virginia Polytechnic Institute B.Sc., M.Sc., University of Musore, India; James McDonald (1999) A.M., Ph.D., University of London, Associate Professor of Software John Morano (1988) England Engineering Professor of Communication B.S.E.E., New Jersey Institute of B.A., Clark University; M.A., Pennsylvania Robin Mama (1992) Technology; M.S.E.E., Massachusetts State University Professor of Social Work Institute of Technology; Ph.D., New York Dean of the School of Social Work University School of Engineering Joseph Mosca (1987) B.S.W., College of Misericordia; M.S.S., Associate Professor of Management; Ph.D., Bryn Mawr College Frederick L. McKitrick (1994) Chair, Department of Management and Associate Professor of History; Chair of Decision Sciences Colleen Manzetti (2012) Department of History and Anthropology B.A., M.A., Montclair State College; Ed.D., Assistant Professor of Nursing B.A., M.A., Ph.D., Columbia University New York University BS, Rutgers University; MSN, Monmouth University; DNP, Samford University Marilyn McNeil (1994) Mihaela Moscaliuc (2011) Vice President and Director of Athletics; Assistant Professor of English Mirta Barrea Marlys (2003) Associate Professor of Physical BA, MA, Al.l.Cuza University; MA, Associate Professor of Foreign Language Education Salisbury University; MFA, New Studies B.P.E., The University of Calgary; M.A., England College; PhD, University of Chair of the Department of Foreign McGill University; Ed.D., Washington Maryland Language Studies State University B.A., Rutgers University; M.A., Villanova; Datta V. Naik (1977) Ph.D., University of Pennsylvania Mary Beth Meszaros (2008) Professor of Chemistry; Dean of the Associate Librarian Graduate School and Continuing David C. Marshall (2004) B.A., Villanova University; M.S., Drexel Education and Vice Provost Associate Professor of Mathematics; University; Ph.D., University of B.Sc., St. Xavier’s College, University of Chair, Department of Mathematics Pennsylvania Bombay, Goa, India; Ph.D., University B.A., California State University at of Notre Dame Fullerton; Ph.D., University of Arizona Nancy Mezey (2002) Associate Professor of Sociology Enoch L. Nappen (1960) Susan H. Marshall (2004) B.A., Vassar College; M.A., Ph.D., Associate Professor of Political Science Associate Professor of Mathematics Michigan State University B.A., M.A., Rutgers University; Ph.D., B.S., Wake Forest University; Ph.D., New York University University of Arizona

Monmouth University 125 Directories

Roy L. Nersesian (1985) Wai Kong Pang (2008) Sue E. Polito (2004) Associate Professor of Management Assistant Professor of Mathematics Specialist Professor of Nursing and B.S., Rensselaer Polytechnic Institute; B.S., Brigham Young University; M.S., Health Studies M.B.A., Harvard Business School Ph.D., Texas Tech University B.A., Providence College; M.S.N., Monmouth University Marta Neumann (2009) Tina Paone (2006) Lecturer of Nursing and Health Studies Associate Professor of Educational Steven Pressman (1981) B.A., M.A. College of Physical Education, Leadership, School Counseling and Professor of Economics Wroclaw, Poland; Ph.D., Academy of Special Education B.A., Alfred University; M.S.,Syracuse Physical Education, Wroclaw, Poland Chair, Department of Educational University; Ph.D., New School for Social Leadership, School Counseling and Research Bruce Normandia (2000) Special Education Associate Professor of Education B.A., University of Tampa; M.A.,Ph.D., Bruce Ralli (2007) B.S., Seton Hall University; M.A., University of Nevada Lecturer of Mathematics Montclair State College; Ed.D., Rutgers B.A., West Virginia University; M.A., University Katherine Parkin (2003) Georgian Court University Associate Professor of History Eleanor M. Novek (1996) B.A., Lake Forest College; Ph.D., Temple Peter Reinhart, Esq. (2011) Associate Professor of Communication University Specialist Professor B.A., Georgia State University; M.A., Director of the Kislak Real Estate Institute Ph.D., University of Pennsylvania Abha Sood Patel (2005) BA, Franklin and Marshall; JD, Rutgers- Lecturer of English Camden Judith L. Nye (1988) B.A., M.A., University of Delhi; Ph.D., Associate Professor of Psychology; Indian Institute of Technology Ronald L. Reisner (1995) Associate Vice President of Academic Associate Professor of Criminal Justice Foundations; B.S., M.S., Ph.D., Virginia Joseph N. Patten (2002) B.A., Brooklyn College; Ph.D., Columbia Commonwealth University Associate Professor of Political Science, University; J.D., Rutgers University Chair of the Department of Political School of Law Guy B. Oakes (1968) Science Professor of Philosophy and Corporate Director of the Washington Semester Benedicte Reyes (2002) Values; B.A., Kean University; M.A., Ph.D., West Associate Professor of Economics Kvernland Endowed Chair in Philosophy Virginia University B.A., Ecole Superieure de Commerce de and Corporate Social Policy Reims, France; M.B.A., Temple A.B., University of Chicago; Ph.D., Cornell David P. Paul III (1998) University; Ph.D., Columbia University University Associate Professor of Marketing B.S., Hampden-Sydney College; D.D.S., Maryanne Rhett (2008) Mohammad S. Obaidat (1996) Medical College of Virginia; M.B.A., Assistant Professor of History and Professor of Computer Science Ph.D., Old Dominion University Anthropology BSEE, Aleppo University; MSEE, PhD, B.A., University of South Carolina; M.A., Ohio State University David E. Payne (1986) University of Arizona; Ph.D., Associate Professor of Psychology Washington State University Helen O’Brien (2008) B.A., University of Mississippi; M.A., Assistant Professor of Social Work M.Phil., Ph.D., Columbia University Dennis Rhoads (1995) B.A., Pace University; M.S.W., Columbia Professor of Biology University; Ph.D., New York University Thomas Pearson (1978) B.A., University of Delaware; Ph.D., Professor of History; Vice President for University of Cincinnati Cynthia O’Connell (2012) Academic Affairs and Provost Specialist Professor of Education B.A., Santa Clara University; M.A., Ph.D., Nicole Ricciardi (2007) BS, Douglas College; MEd, The College University of North Carolina at Chapel Hill Assistant Professor of Music and Theatre of New Jersey Arts Karen Pesce (2008) B.A., Drew University; M.F.A., Carnegie Patrick O’Halloran (2003) Lecturer of Biology Mellon University Associate Professor of Economics B.A., B.S., M.S., Seton Hall University; B.A., M.A., Ph.D., University of Wisconsin Ph.D., Rutgers University Michael Richison Specialist Professor of Art and Design Michael Palladino (1999) Terri Peters (2001) B.F.A., Calvin College; M.F.A., Cranbrook Associate Professor of Biology; Associate Professor of Education Academy of Art Dean of the School of Science B.A., M.S., Ph.D., State University of New B.S., The College of New Jersey (Trenton York at Albany Julia Riordan-Goncalves (2007) State College); Ph.D., University of Assistant Professor of Foreign Language Virginia Michael Phillips (2007) Studies Assistant Professor of Communication B.A., Dickinson College; M.A., ABD, Emanuel Palsu-Andriescu (2010) B.A., George Mason University; M.A., St. University of North Carolina at Chapel Lecturer of Mathematics John’s College; Ph.D., University of Hill B.S., M.S., Al.I, Cuza University, Romania; Maryland Ph.D., Rutgers University

126 Monmouth University Directories

Joseph Rocereto (2006) Paul G. Savoth (1986) Jennifer Shamrock (2004) Assistant Professor of Management and Associate Professor of Accounting and Lecturer of Communication Marketing Business Law B.A., LaSalle University; M.A., University of B.A., Dickinson College; M.B.A., Ph.D., B.A., Middlebury College; J.D., Seton Hall Maine; Ph.D., Arizona State University Drexel University University; CPA, New Jersey Deanna Shoemaker (2005) Janice Rohn (2012) Julie Schaaff (2011) Associate Professor of Communication Specialist Professor of Computer Science Lecturer, School of Nursing and Health B.F.A., Webster University; M.A., Ph.D., and Software Engineering Studies University of Texas at Austin BA, Thomas Edison State College; MS, B.A., Bucknell University, M.A., University National Technological University of Delaware Eugene S. Simko (1978) Associate Professor of Management Lynn Andrews Romeo (1994) Richard Scherl (2002) B.B.A., M.B.A., Temple University; Ph.D., Associate Professor of Education; Dean Associate Professor of Computer Science Baruch College of the City University of of the School of Education B.A., Columbia University; M.A., New York B.A., Glassboro State College; M.A., University of Chicago; Ph.D., University Kean College; Ed.D., Rutgers University of Illinois Kristine Simoes (2001) Specialist Professor of Communication Daniela Rosca (1998) Karen Schmelzkopf (1998) B.A., Rowan University; M.A., Rowan Associate Professor of Software Associate Professor of Geography University Engineering B.A., M.A., Florida Atlantic University; M.S., Polytechnic University of Bucharest; Ph.D., Pennsylvania State University Maria Simonelli (2007) Ph.D., Old Dominion University Lecturer of Foreign Language Studies William Schreiber (2006) M.A., Licio Statale Nola, Italy; Ph.D., Stuart Rosenberg (2010) Lecturer of Chemistry, Medical Universita di Napoli, Italy Associate Professor of Management and Technology and Physics; Marketing Coordinator, Clinical Laboratory Sciences Pasquale Simonelli (2005) B.A., Marquette University, M.A., and Medical Technology Programs Lecturer of Philosophy University of Wisconsin-Madison; MBA, B.S., Massachusetts Institute of Technology; Liberal Arts Major, Collegio DeMerode; Ph.D., Fordham University Ph.D., University of Rochester Ph.D., Universita di Napoli, Italy

Gloria Rotella (2006) Solomon Z. Schuck (1966) Michaeline Skiba (2003) Specialist Professor of Music and Theatre Associate Professor of Psychological Associate Professor of Management Arts Counseling B.S., M.S., Loyola University; M.S., Boston B.A., M.A., New Jersey City University; B.S., City College of New York; Ph.D., College; Ed.D., Columbia University M.S., Monmouth University; Ed.D., New York University Rutgers University Donald R. Smith (2002) Alan Schwerin (1996) Associate Professor of Management Alishea Rowley (2012) Associate Professor of Philosophy B.A., Cornell University; M.S.,Columbia Specialist Professor of Psychological B.A., M.A., Rhodes University; Ph.D., University; Ph.D.,University of California Counseling Rice University at Berkeley BS, Florida Agricultural and Mechanical University; MA, University of Central Patricia Sciscione (2010) Nora Smith (2000) Florida; PhD, North Carolina State Specialist Professor of Nursing Associate Professor of Social Work University M.S.N., Kean University B.S., M.S., Ph.D., State University of New York at Albany Betty Sanchez (2012) Michelle Ann Scott (2008) Specialist Professor of Foreign Language Assistant Professor of Social Work William Stanley (2003) Studies B.A., Clark University; M.S.W., Ph.D., Professor of Education BS, Colegio Universitario de Caracas; BA, University of California, Berkeley B.A., Kean College; M.A., Ed.D., Rutgers MFA, Brooklyn College; MA, Montclair University State University Robert E. Scott (2005) Specialist Professor of Communication Janice Stapley (1990) Rebecca Sanford (2004) B.A., Monmouth University; M.F.A., Associate Professor of Psychology Associate Professor of Communication University of Miami B.A., Russell Sage College; M.S.; Ph.D., B.A., University of Pittsburgh; M.A., Rutgers University Monmouth University; Ph.D., Temple Robert Scott, III (2005) University Associate Professor of Economics Sharon W. Stark (1996) B.A., Western State College of Colorado; Associate Professor of Nursing; Associate Saliba Sarsar (1985) M.A., Ph.D., University of Missouri Dean of the School of Nursing Professor of Political Science; Associate B.S., Thomas Edison State College; Vice President for Global Initiatives Brion Sever (1998) M.S.N., Rutgers University; Ph.D., B.A., Monmouth College; Ph.D., Rutgers Associate Professor of Criminal Justice Widener University University B.S., M.S., Ph.D., Florida State University

Monmouth University 127 Directories

Sue Starke (2000) Mary Ann Troiano (2001) Kelly Ward (1999) Associate Professor of English Associate Professor of Nursing and Professor of Social Work; Director, BSW B.A., Wellesley College; Ph.D., Rutgers Health Studies; Program University Assistant Director of the DNP Program B.S., Eastern Michigan University; B.S.W., B.S.N., Long Island University; M.S.N., Rutgers University; Ph.D., Fordham Lilly Steiner (2010) Wagner College University Assistant Professor of Educational Leadership, School Counseling and Frances K. Trotman (1995) Michael Waters (2008) Special Education Professor of Psychological Counseling Professor of English B.A., University of Wisconsin; M.A., B.A., City College; M.S.Ed., City B.A., M.A., State University of New York; University of North Dakota; Ed.D., University; M.Phil., Ph.D., Columbia M.F.A., University of Iowa; Ph.D., Ohio Boston University University University

Douglas Stives (2006) Nancy Uddin (1999) Sherry Wien (2001) Specialist Professor of Accounting; Associate Professor of Accounting Associate Professor of Communication Director of the M.B.A. Program B.A., William Paterson University; Ph.D., B.A., Lynchburg College; M.A., Penn B.S., M.B.A., Lehigh University Rutgers University State University; Ph.D., Rutgers University David Strohmetz (1996) Jack M. Van Arsdale (1965) Professor of Psychology; Associate Vice Associate Professor of Software Hettie Williams (2007) President for Academic and Engineering Lecturer of History Instructional Assessment B.S., Monmouth College; M.S.E.E., B.A., Rowan University; M.A., Monmouth B.A., Dickinson College; M.A., Ph.D., Polytechnic Institute of Brooklyn University Temple University Michelle Van Volkom (2007) Charles Willow (2004) Don R. Swanson (1995) Lecturer of Psychology Associate Professor of Management Professor of Communication and Chair of B.A., Seton Hall University, M.A.; Ph.D., B.S., Hanyang University; M.S., Hanyang the Department of Philosophy, Religion, State University of New York at Albany University; M.S., Texas A&M University; and Interdisciplinary Studies Ph.D., University of Houston B.A., Augustana College; M.A., University Dorothy Varygiannes (2007) of Montana; Ed.D., University of Lecturer of Education Chiu-Yin (Cathy) Wong (2011) Northern Colorado B.A., New Jersey City University; M.A., Assistant Professor of Curriculum and Montclair State University; Ed.D., Seton Instruction G. Boyd Swartz (1966) Hall University B.A., Brigham Young University; M.A., Professor of Mathematics Ph.D., Texas Tech University B.S.E.E., M.S.E.E., Lehigh University; Richard Veit (2000) M.S., Ph.D., New York University Associate Professor of Anthropology and George Wurzbach (2009) Director of the Center for Excellence in Specialist Professor of Music and Theatre Danuta Szwajkajzer (2004) Teaching and Learning Arts Lecturer of Chemistry B.A., Drew University; M.A., College of B.A., Brooklyn College CUNY; M.A., M.S., Technical University of Warsaw; William and Mary; Ph.D., University of Hunter College CUNY M.S., University of Rochester; Ph.D., Pennsylvania Rutgers University Cui Yu (2002) Lisa Vetere (2005) Associate Professor of Computer Science William M. Tepfenhart (1999) Associate Professor of English B.S., Nanjing University of Aeronautics & Associate Professor of Software B.A., Siena College; M.A., St. Bonaventure Astronautics; Ph.D., National University Engineering University; Ph.D., Lehigh University of Singapore, Singapore B.S., M.S., Ph.D., University of Texas at Dallas Marina Vujnovic (2008) Minna Yu (2010) Assistant Professor of Communication Assistant Professor of Accounting David J. Tietge (2002) B.A., University of Zagreb, M.A., B.A., M.S., Dongbei University, China; Associate Professor of English University of Northern Iowa; Ph.D., Ph.D., Kent State University B.A., University of North Iowa; M.A., University of Iowa Indiana State University; Ph.D., South Ronald Zhao (2002) Illinois University at Carbondale Jiacun Wang (2004) Associate Professor of Accounting Associate Professor of Software B.A., Fudan University, China; M.A., Tsanangurayi Tongesayi (2006) Engineering; Chair of the Department of Shanghai Foreign Language Institute, Associate Professor of Chemistry, Medical Computer Science and Software China; M.B.A., Yale School of Technology and Physics Engineering Management; Ph.D., Texas Tech B.S., M.S., University of Zimbabwe; B.S., Jiangsu University of Science and University Ph.D., West Virginia University Technology; M.S.; Ph.D., Nanjing University of Science and Technology Jing Zhou (2004) David Tripold (2002) Associate Professor of Art Associate Professor of Music, Chair of the B.A., Sichuan Fine Arts Institute; M.F.A., Department of Music and Theatre Arts Georgia Southern University B.M., M.M., Westminster Choir College of Rider University; Ph.D., Drew University

128 Monmouth University Monmouth University Academic Calendar

FALL SEMESTER 2012 September 2012 End of Continuing Registration ...... Thursday, August 30, 2012 CLASSES BEGIN (8:30 A.M.) ...... Tuesday, September 4, 2012 Late Registration or Program Changes ...... Tuesday–Tuesday, September 4-11, 2012 Leave of Absence Deadline ...... Tuesday, September 11, 2012 Opening Convocation ...... Wednesday, September 12, 2012 October 2012 Last Day to Withdraw from Pattern “A” Sessions...... Monday, October 1, 2012 Founders’ Day Convocation ...... Wednesday, October 10, 2012 Fall Holiday; No Thursday or Friday Classes...... Thursday-Friday, October 11-12, 2012 Pattern “A” Classes End...... Monday, October 22, 2012 Pattern “B” Classes Begin ...... Tuesday, October 23, 2012 Undergraduate Midterm Grades Due in Office of Registration and Records* ...... Tuesday, October 23, 2012 Academic Calendars November 2012 Deadline to submit graduation applications for January 2013 Graduation ...... Thursday, November 1, 2012 Last Day to Withdraw with “W” Grade (not “A” or “B” pattern classes) ...... Tuesday, November 6, 2012 Last Day to submit substitutions and/or waivers for January 2013 Graduation...... Thursday, November 15, 2012 Last Day to Withdraw from Pattern “B” Classes...... Monday, November 19, 2012 Thursday Classes Meet on Tuesday, Nov. 20 ...... Tuesday, November 20, 2012 Friday Classes Meet on Wednesday, Nov. 21...... Wednesday, November 21, 2012 Thanksgiving Recess ...... Thursday–Friday, November 22-23, 2012 December 2012 Pattern “B” Classes End...... Friday, December 14, 2012 Classes End...... Friday, December 14, 2012 Final Examination Period...... Saturday-Friday, December 15-21, 2012 Final Grades Due 6 A.M.*...... Thursday, December 27, 2012

* Grades will be posted on WEBstudent approximately 2 days after the Office of Registration and Records has received all grades.

Monmouth University 129 Academic Calendar

SPRING SEMESTER 2013 January 2013 End of Continuing Registration...... Thursday, January 17, 2013 COMMENCEMENT ...... Friday, January 18, 2013 Martin Luther King Holiday ...... Monday, January 21, 2013 CLASSES BEGIN 8:30 A.M...... Tuesday, January 22, 2013 Late Registration or Program Changes ...... Tuesday–Tuesday, January 22-29, 2013 Leave of Absence Deadline...... Tuesday, January 29, 2013 February 2013 Last Day to Withdraw from Pattern “A” Classes...... Monday, February 18, 2013 March 2013 Graduation Applications due for May 2013...... Friday, March 1, 2013 Pattern “A” Classes End ...... Monday, March 11, 2013 Pattern “B” Classes Begin...... Tuesday March 12, 2013 Undergraduate Midterm Grades Due in Office of Registration and Records* ...... Tuesday, March 12, 2013 Spring Recess...... Saturday–Friday, March 16-22, 2011 April 2013 Last Day to Withdraw with “W” Grade (not pattern “A” or “B” classes)...... Monday, April 1, 2013 Academic Advising and Priority/Early Registration ...... Thursday, April 4, 2013 to for Summer, Fall and Spring ...... Friday, April 19, 2013 Last Day to Withdraw from Pattern “B” Classes ...... Monday, April 15, 2013 Last day to submit substitutions and/or waivers For May 2013 graduation ...... Monday, April 15, 2013 May 2013 CLASSES END...... Monday, May 6, 2013 Reading Day ...... Tuesday, May 7, 2013 Final Examination Period ...... Wednesday, May 8, 2013 to Tuesday, May 14, 2013 Grades Due 10 P.M...... Thursday, May 16, 2013 COMMENCEMENT ...... Wednesday, May 22, 2013 June 2013 Graduation Applications due for July 2013 ...... Saturday, June 15, 2013

* Grades will be posted on WEBstudent approximately 2 days after the Office of Registration and Records has received all grades.

130 Monmouth University Directions

1. From the Garden State Parkway: Take Exit 105. The Parkway offramp leads directly onto Route 36 East. Continue on Route 36 East approximately three miles to Route 71 South. Go approximately one mile and Route 71 will fork left and become Cedar Avenue. Enter the campus through the Norwood Avenue entrance.

2. From the NJ Turnpike: From the South, take Turnpike North to Exit 7A. After the toll plaza, take I-195 East to Shore Points. Approaching Belmar, I-195 becomes NJ Route 138. After crossing the Garden State Parkway, exit right to NJ Route 18 North, marked Eatontown. Take the Deal Road exit and drive east to the intersection at Monmouth Road. Turn left and proceed to the third traffic light, which is Cedar Avenue. Turn right onto Cedar (also labeled NJ Route 71 South) and follow to campus. Enter the campus through the Norwood Avenue entrance.

Directions

3. From the NJ Turnpike: From the North, take Turnpike South to Exit 11 (Garden State Parkway South), Take Exit 105 as outlined in #1 above.

4. From Trenton and Points West: Take I-195 East, and follow instructions outlined in #2 above.

5. From Freehold area: Take US Route 9 South to I-195 East. Follow instructions outlined in #2 above.

Monmouth University 131 132 Monmouth University Appendix A: Graduate Course Descriptions

The course descriptions for undergraduate Graduate Courses: or graduate courses offered by Monmouth The graduate courses are numbered 500 to University are listed alphabetically by discipline and 799. The number by which a course is designated in numerical order within discipline in this section. usually indicates the relative level of the course. This introduction may prove helpful in interpreting Each discipline is identified by a letter code. this information. This code precedes the course number in course Courses with odd numbers usually are listings and class schedules. given in the fall semester, while courses bearing Prerequisites for all courses must be met even numbers usually are given in the spring unless waived by the chair of the department offering semester. the course, or for graduate students, by the program director. Registration for courses for which the pre- Undergraduate Courses: requisites have been waived must be done by the

The number by which a course is designated academic department that waived the prerequisite. Course Descriptions indicates the relative level of the course. Those num- Please note that this list was created in bered “050” (undergraduate developmental) are not June 2012. Monmouth University maintains the eligible for credit toward graduation requirements. most current course descriptions on their WEBsite, Those numbered 100 to 299 are for undergraduate which can be accessed through the University’s freshmen and sophomores. Those numbered 300 to WEBstudent menu. 499 are for undergraduate juniors and seniors.

Monmouth University A1 Appendix A: Course Descriptions

ANTHROPOLOGY Emphasis on the causal processes underlying the development of these societies. AN 501 Cr. 3.0 Course Type(s): none Anthropological Theory A seminar style course that presents students with a sur- AN 520 Cr. 3.0 vey of the theories that have shaped the thinking of Field Methods in Archaeology anthropologists for over a century. We cover theories rele- An introduction to archaeological field methods: survey and vant to all four subfields of anthropology(cultural, archaeo- excavation. Students will also learn excavation procedures, logical, linguistic and biological),and compare them descriptive note writing, and drawing, and be introduced to through a very general set of questions. The five questions archaeological photography, mapping, reporting, conserva- asked are 1) How does society hold itself together? (struc- tion and curation. Supervised fieldwork will be conducted ture); 2)How does society change?(history); 3)How aware on archaeological sites. Also listed as History 520. are people of their society and its changes?(subjectivity); Course Type(s): none 4)How are people able to change their society? (agency); and 5)How do people divide society into groups?(alterity). AN 524 Cr. 3.0 Course Type(s): none Introduction to Geographical Information Systems (GIS) AN 502 Cr. 3.0 Provides both the theoretical and methodological back- Culture and Society ground for proficient use of Geographical Information An in-depth introduction to the comparative analysis of Systems (GIS). A multidisciplinary integration of theories human cultures; concepts and principles of cultural and applications pertinent to both natural and social sci- anthropology; theories of cultural patterning, structure, ence research. Lectures and discussions will introduce and dynamics; application to various aspects of cultural the conceptual and methodological platform that is neces- behavior in simple and complex societies, ranging from sary to design, implement, and interpret GIS research. tribal communities through third-world peasantries to Weekly lab exercises will develop problem-solving skills modern America. and emphasize common research techniques in GIS. Course Type(s): none Students will also learn field techniques of spatial data collection. In sum, demonstrates how both GIS tools and AN 504 Cr. 3.0 a geographic perspective may be applied to a broad Ancient Civilizations of Native America range of social and ecological research problems. Also listed as Geography 524. Cultural developments in Mesoamerica and the Central Course Type(s): TL Andes, from the development of agriculture to the Spanish conquest, focusing on Inca and Aztec civilizations; theoretical exploration of developmental similarities AN 532 Cr. 3.0 between the two regions. Native American History and Prehistory Course Type(s): HSNW Examines North America’s native people in the area north of the Rio Grande. It combines North American prehistory AN 506 Cr. 3.0 with a historical overview of Native American experiences Historical Archaeology since contact. Evidence from archaeology, oral histories, and written sources are all presented. Challenges facing An intensive introduction to historical and industrial arche- modern Native Americans are also examined. Also listed ology (c. 1492+). Topics covered include exploration, as History 532. imperialism, colonization, industrialization and urbanism. Course Type(s): HSNW, HSWLD Archeological field methods and the interpretation of material culture are also introduced. Also listed as History 506. Course Type(s): HSUS AN 534 Cr. 3.0 Landscapes: Theory and Interpretation AN 513 Cr. 3.0 In the last three decades, social theorists have begun to Origin of Civilization and the State consider how space may constrain and influence both human experience and perception. In this theoretical dis- Evolution of the ancient civilizations in China, Peru, cussion, landscape has emerged as a central concept, an Mexico, Mesopotamia, the Indus Valley, and Egypt. analytical lens through which researchers may consider

A2 Monmouth University Appendix A: Course Descriptions

how the contours of social space are both the producers ping, and how in turn mapping influences history and ide- and products of human action. This class critically exam- ology. Also listed as History 562. ines the theoretical underpinnings of these recent concep- Course Type(s): none tual developments. It investigates theories of environment, space, and place, while critiquing and analyzing how such AN 572 Cr. 3.0 theories have been applied to empirical contexts. The History of Tourism Course Type(s): none Students will study the history of tourism in different parts of the world from political, social, cultural, geographic, AN 540 Cr. 3.0 and economic perspectives. This will include an examina- Psychological Anthropology tion of historical differences in tourist attractions, tourist An introduction to the subfield of psychological anthropol- behaviors, and impacts on tourist destinations and their ogy. Research and inquiry in psychological anthropology people. Students will also study how historical memory is rooted in two traditions. The first is culture and person- and interpretation shapes the contemporary tourist experi- ality which is aligned with psychoanalytical thought; the ence, as well as questions concerning authenticity and second is cognitive anthropology which emphasizes cul- tourism. Also listed as History 572. tural models of thought. A fundamental pursuit in psycho- Course Type(s): HSEU, HSWLD logical anthropology is the relationship between culture, behavior, and thought. Psychological anthropology seeks AN 573 Cr. 3.0 to understand the relationship between individual and Ecological Imperialism sociocultural phenomena-between polar extremes such Ecological History will examine the relationship between as personality and mind and society and culture. Explores human society(ies) and the natural world over recorded how culture and psyche affect each other. Topics include: time. As an interdisciplinary exercise this class will draw theoretical frameworks; culture and personality, human on the natural sciences, anthropology, and history to bet- development, emotion, self, and mental illness. ter understand the biological, cultural, imperial, ethical, Course Type(s): none economic, religious, political, and global ramifications of the relationship between humanity and humanity’s natural AN 542 Cr. 3.0 surroundings. Also listed as History 573. Economic Anthropology Course Type(s): HSWLD Examines human systems of production, distribution and consumption around the world - in short, cross-cultural AN 575 Cr. 3.0 economics. We consider how various economic systems Civilizations of the Andes differ from market capitalism, and therefore also analyze A survey of Andean history from the beginning of human how capitalism itself operates on its periphery. We ana- settlement through the Inca Empire and the Spanish con- lyze the processes through which markets and money quest to contemporary peasant society. The evolution and spread throughout the world, as well as their (often vio- nature of precolumbian civilizations, focusing on Chavin, lent) interaction with local economic systems. As such, Paracas-Nazca, Huari-Tiahuanaco, Chimor, and the Inca; this inquiry raised fundamental questions about social the social and political organization of the Inca empire; inequality that we explore throughout the course, such as: the Spanish conquest and its impact on native culture; Why are some people poor and others rich? How do peo- contemporary social changes; and rural migration and the ple in different contexts understand these differences? transformation of contemporary Andean society. How do economic disparities affect human desire, value, Theoretical exploration of the developmental trajectory of morality and choice? Andean civilization. Also listed as History 575. Course Type(s): none Course Type(s): HSNW, HSWLD

AN 562 Cr. 3.0 AN 585 Cr. 3.0 History of Maps and Mapping Seminar in African History Students will study the historical developments in carto- Analysis and appraisal of colonialism in Africa, reflecting graphic technique, the development of mapping in differ- on the political, economic, and sociocultural transforma- ent parts of the world, and the future of mapping in the tions, which occurred in Africa between 1880 and 1960. computer age. Students will focus on the ways the events Also listed as History 585. and ideology of a time period influence maps and map- Course Type(s): HSNW

Monmouth University A3 Appendix A: Course Descriptions

AN 586 Cr. 3.0 AN 599 Cr. 1.0 - 3.0 Precolumbian Civilizations: The Aztec and Inka Independent Study in Anthropology States Reading and research leading to significant written work An intensive examination of the emergence, growth and under the direction of a member of the anthropology faculty. conquest of two native states from the ancient Americas: Course Type(s): none the Inka and the Aztec. Lectures and discussions examine the social, cultural and political contexts of these two AN 691 Cr. 3.0 Native American states, while applying broader anthropo- Anthropology Thesis (Research) logical theories of state genesis, power apparatuses, and Reading and research leading to significant written work, social transformation. Considers the causes and conse- under the direction of a member of the anthropology faculty. quences of the Spanish and Portuguese conquests within Prerequisite: Fifteen credits in Anthropology. the Americas through an intensive discussion of the Course Type(s): none establishment of colonial societies in the sixteenth century. Also will examine how the Precolumbian and colonial AN 692 Cr. 3.0 history of this region intimately linked to the contemporary politics of Latin American nations. Anthropology Thesis (Writing) Course Type(s): none Reading and research leading to significant written work, under the direction of a member of the anthropology faculty. Prerequisite: Eighteen credits in Anthropology. AN 589 Cr. 3.0 Course Type(s): none Formation of the Global System Formation of the early global system that changed the AN CPE Cr. 0.0 world in the fifteenth and sixteenth centuries. Brief survey of the Euro-African and American worlds prior to the fif- Anthropology Comprehensive Exam teenth century. Transformations resulting from translantic The Anthropology comprehensive exam is a zero credit trade and the colonial order; conceptual changes about course for students which will allow students who have life, the biological order, and religion; exchanges of crops, completed thirty credits of graduate coursework in anthro- animals, and disease; depopulation and migration; African pology to take a comprehensive exam and complete their slavery and the plantation system; the forging of labor as degree. capital; the transfer of American gold, silver, and other Course Type(s): none wealth to Europe and its impact on class formation and capitalism; interactions with Asia. Roots of the contempo- ART AND DESIGN rary world. Also listed as History 589. Course Type(s): HSNW, HSWLD AR 505 Cr. 3.0 Images of Contemporary Culture AN 595 Cr. 3.0 A study of the major forms of artistic expression in con- Anthropology Internship/Practicum temporary culture; their backgrounds in tradition, the inter- Provides graduate students with the opportunity to gain relationships and limitations of their styles and themes; substantive career experience and build specific applied and a critical evaluation of their contributions to and skills by working in outside programs, institutions, agen- impact on modern society. cies and firms engaged in the fields of anthropology, Course Type(s): none museum studies, public history, and geography. Course Type(s): none AR 522 Cr. 3.0 Art in the Age of Revolution AN 598 Cr. 3.0 Investigation of major art movements from the early nine- Special Topics in Anthropology teenth to mid-twentieth century; analysis of visual stylistic Allows students to study a specific aspect of history. The developments in conjunction with exploration of other subject matter varies from semester to semester, and integral issues, subject matter, and the relationship of art depends on the professor who teaches the course. to its political, cultural, social, and historical climate. Course Type(s): none Course Type(s): none

A4 Monmouth University Appendix A: Course Descriptions

AR 525 Cr. 3.0 covered in any given semester is indicated in the student’s Art in World Perspective transcript. Permission of the program director is required. An examination of major artistic developments from 1300 Prerequisite: As announced in the course schedule. AD to 1750 AD. Traditionally, this area of study is referred Course Type(s): none to as Renaissance, Mannerism, and the Baroque. The major thrust of the course will be concerned with artistic AR 599 Cr. 1.0 - 3.0 innovations surrounding the rebirth of Western Civilization. Independent Study in Art Course Type(s): none Independent study in a topic not substantially treated in a regular graduate course; weekly consultation. Prior per- AR 528 Cr. 3.0 mission of the directing professor and the chair of the Asian Art and Ideas department is required. For the course to count for credit A comparative exploration of the relationship of art and toward a particular graduate program outside of the thought in Hindu India, Confucian China, and Feudal Japan. department of art and design, prior permission from the Course Type(s): none student’s department chair must be obtained. The prerequisite varies with the topic. AR 551 Cr. 3.0 Course Type(s): none Methods of Teaching Art Prepares pre-service teachers to implement a discipline- BIOLOGY based sequential curriculum in the art content area. Satisfies the requirements of the NJCCCS (New Jersey BY 502 Cr. 3.0 Core Curriculum Content+Standards). Technology and Human Biology Prerequisite: Permission of the instructor or department An examination of the potential effects of recent advances chair. in biology on the natural processes, of human reproduc- Course Type(s): none tion and evolution. (Cannot be taken to fulfill an MS or an MAT in Biology without permission of the appropriate AR 580 Cr. 3.0 departments.) Themes and Variations in Cultural History Course Type(s): none The exploration of symbol, style, and value in six historical periods from classical Greece to the end of the nine- BY 503 Cr. 3.0 teenth century through art, literature, and philosophy. Evolution Course Type(s): none An interdisciplinary approach to the topic of evolution that combines historical and biological perspectives. Explore AR 597 Cr. 3.0 the current understanding of the evolutionary process as Fine Art/Design Studio well as the social, political, and intellectual consequences of the evolutionary world view. (Cannot be taken to fulfill Advanced study within a classroom setting in a number of an MS or an MAT in Biology without permission of the creative disciplines. Emphasis to further the student’s appropriate departments.) knowledge base; unique approach to artistic investigation Course Type(s): none through advanced theory, research, technical experience, and critical dialog. Students must meet individually with the instructor at the beginning of the semester to discuss BY 521 Cr. 3.0 and define their creative work plan as a point of departure Pathophysiology and Histology for critical discourse and grading. Focuses on pathogenesis of selected diseases leading to Prerequisite: Permission of instructor to verify six credits alterations of body structure and functions across the lifes- of previous study in selected Art/Design discipline. pan. Emphasizes the laboratory identification of vertebrate Course Type(s): none tissue. Students must earn a minimum of a B- in the course. Students who receive less than a B- will be AR 598 Cr. 3.0 required to repeat the course. Students will be allowed to Special Topics: Art and Design repeat the course no more than once. A second grade below a B- will make students ineligible to continue in pro- The subject matter varies with the curricula needs of the grams requiring this course. Also listed as Nursing 521. student and the professor. The exact nature of the topic Course Type(s): none

Monmouth University A5 Appendix A: Course Descriptions

BY 599 Cr. 2.0 - 4.0 securities, investments, revenue recognition, income Biological Research taxes, pension, and leases. Principles and applications of research in life sciences; par- Prerequisite: Accounting 503. ticipation and presentation of seminars; and preparation of Course Type(s): none research paper in publishable format. Hours arranged. Prerequisite: Prior permission of the directing professor, BA 515 Cr. 3.0 department chair, and graduate program director. Advanced Accounting Practice Course Type(s): none Covers an analytical approach to accounting and financial reporting when (1) two or more companies are involved, BUSINESS and (2) recording and reporting of transactions involving exchange of US dollars and foreign currencies. Provides BU 588 Cr. 1.0 an introduction to accounting for government and non- Business Practice and Experience profit organizations. Prerequisite: Accounting 512. Provides the opportunity for MBA graduate students to Course Type(s): none obtain related experience in employment at a local company or institution with Monmouth University sponsorship. Available to MBA students who have completed at least BA 525 Cr. 3.0 nine credit hours of graduate courses at the 500 level Controlling Global Enterprises with a minimum GPA of 3.00. Does not satisfy elective Deals with the challenge of managing and controlling a requirements; students may take this course a maximum company in the global economy with emphasis on man- of two times. agement structure and style, financial reports as a control Course Type(s): none mechanism, currency exchange exposure, transaction and translation issues, transfer pricing, and risk management. BUSINESS - ACCOUNTING Prerequisite: Accounting 541. Course Type(s): none BA 503 Cr. 3.0 Financial Accounting BA 541 Cr. 3.0 Principles and application of current accounting theory; the Managerial Accounting development and use of financial statements; and the influ- Concepts and methods of cost determination, reporting ence of the various financial and accounting institutions. and control for internal management, and varying types of Course Type(s): none information systems, with emphasis on the development and use of data for managerial decisions. May be offered BA 510 Cr. 3.0 with one-hour computer lab (extra fee). Prerequisite: Accounting 503 or equivalent. Business Income Tax Course Type(s): none Advanced topics in corporate taxation, including corporate organizations, distributions, liquidations, reorganizations, and international and multistates operations; advanced BA 545 Cr. 3.0 topics in partnership taxation, including formation, basis, Fraud Examination distribution, loss limitations, sale of an interest; and Students will learn how and why occupational fraud is com- exempt organizations. mitted, how fraudulent conduct can be deterred, and how Prerequisite: Accounting 503. allegations of fraud should be investigated and resolved. Course Type(s): none Prerequisite: Accounting 541. Course Type(s): none BA 512 Cr. 3.0 Selected Topics in Financial Accounting BA 552 Cr. 3.0 This is an intensive capstone course covering major, Management Control Systems intermediate accounting topics. It provides an in-depth Focus on management control systems, which are examination of accounting principles and concepts per- processes intended to help implement strategies. taining to the preparation of financial statements. It also Includes discussion and critical examination of concepts, deals with a series of particular issues, including dilutive text, and cases designed to allow students to gain knowl-

A6 Monmouth University Appendix A: Course Descriptions

edge, insights, and analytical skills related to how a firm’s BUSINESS - ECONOMICS manager would go about designing and using planning and control systems to implement a firm’s strategies. BE 501 Cr. 3.0 Prerequisite: Accounting 541. Economics for Management Course Type(s): none Microeconomic and macroeconomic concepts and problems of the economic society and their relationship to the BA 555 Cr. 3.0 business sector; the forces that determine the composi- Contemporary Accounting Theory tion and allocation of resources in the domestic as well as This course identifies the elements of accounting theory global economics. and then relates those elements to specific problem areas Course Type(s): none in accounting. The focus will be on controversial topics and the need for accurate data in this ever-changing BE 561 Cr. 3.0 information age. Managerial Economics Prerequisite: Accounting 541. The application of the theory of production and the theory Course Type(s): none of the firm to problems of managerial decision making. Prerequisites: Economics 501 and Management 506 or BA 560 Cr. 3.0 equivalent. Auditing Practices and Cases Course Type(s): MBA.E Acquaints students with auditing standards and procedures associated with examination of financial state- BE 571 Cr. 3.0 ments. Students who successfully complete this course Economic Policy in Society will be able to understand the role and methods of inde- The factors that determine the level of national income, pendent auditors and the legal and ethical environment in employment, and business activity; the relationship of which an auditor functions. government in the productive system in establishing eco- Prerequisite: Accounting 512. nomic goals and objectives and its role in making policy. Course Type(s): none Prerequisite: Economics 501 or equivalent. Course Type(s): MBA.E BA 598 Cr. 3.0 Special Topics in Accounting BE 574 Cr. 3.0 The subject matter of this course varies according to the Globalization interest of the students and the professor teaching the Students will be introduced to debates on the meaning, course. The exact nature of the topic covered is indicated causes, and consequences of globalization. The role of in the student’s permanent record. trade, finance, labor, multinational corporations, nation— Prerequisite: Accounting 541. states, international institutions, and civil society will be Course Type(s): none examined. Benefits of globalization—the potential to create goods and services, employment, income and wealth—will BA 599 Cr. 3.0 be contrasted with its costs-volatility, contagion, environ- Business Research mental degradation, inequality, and poverty. A discussion of Independent research in business administration in an the management of globalization through global-coordina- area not substantially treated in a regular course offering, tion governance is at the end of the course. under the supervision of a Business Administration faculty Prerequisites: Economics 501 and Finance 511. member; written evaluation of the research required. Course Type(s): MBA.E, MBA.I Student must be within nine credits of graduation. Prerequisite: Prior permission of the directing professor BE 575 Cr. 3.0 and department chair. Analysis and Forecasting Course Type(s): none Identification, analysis, and appraisal of forces influencing the course of economic activity; evaluation of theories and models of cycles and growth; and various forecasting and projecting techniques.

Monmouth University A7 Appendix A: Course Descriptions

Prerequisites: Economics 501 and Management 506 or cial management learned in earlier coursework and, in equivalent. addition, demonstrate the application of these tools to real Course Type(s): MBA.E world situations through the utilization of case studies. The emphasis will be on valuation analysis. Students will BE 598 Cr. 3.0 learn to develop analytical and case presentation skills Special Topics: Economics that are essential attributes for a successful corporate Subject matter varies according to the interest of the stu- career. Consequently, considerable weight will be placed dents and the professor. The exact nature of the topic on verbal and written communication skills as evidenced covered is indicated in the student’s permanent record. in the case presentations and analyses. Readings are Course Type(s): none supplemented from academic and professional journals. Prerequisite: Finance 511. BE 599 Cr. 3.0 Course Type(s): MBA.E Business Research BF 523 Cr. 3.0 Independent research in business administration in an area not substantially treated in a regular course offering, Investments under the supervision of a Business Administration faculty Security analysis and portfolio selection and evaluation member; written evaluation of the research required. techniques and models dealing with risk-reward relation- Student must be within 9 credits of graduation. ships. Individual, as well as corporate investment and Prerequisite: Prior permission of the directing professor financing decisions under uncertainty, are dealt with. and department chair. Prerequisite: Finance 511. Course Type(s): none Course Type(s): none

BUSINESS - FINANCE BF 525 Cr. 3.0 Real Estate Analysis BF 511 Cr. 3.0 Real estate financing and appraising. Examination of personal and corporate real estate portfolio strategies. The Business Finance analysis of specific types of real properties are reviewed. Principles and techniques of financial analysis: financial This includes: single family homes, apartment houses, planning and control, profit planning and management, condominiums, shopping centers, and office and industrial capital budgeting, working capital management, financial buildings. Also listed as Real Estate 525. structure, and the cost of capital; valuation theory and div- Prerequisite: Finance 511 or equivalent. idend policy. Course Type(s): none Prerequisites: Accounting 503, Management 506, and Economics 501. Course Type(s): none BF 535 Cr. 3.0 International Finance BF 517 Cr. 3.0 Explores corporate financing and investment decisions in an international context. A variety of frameworks and tools are Financial Institutions and Markets studied, such as the balance of payments accounts, as well Study of the theory, nature, and environment of financial as the theories of interest rate and purchasing power parity. institutions and markets of the United States, especially Emphasis is given to the identification and management of as it relates to activities of the federal government and foreign-exchange risk associated with the operations of Federal Reserve System. It includes: financial intermedi- multinational firms, as compared to single-nation firms. aries, the central and commercial banking systems, the Prerequisite: Finance 511 or equivalent. determination of the money supply and interest rates, and Course Type(s): MBA.E, MBA.I an introduction to international financial activities. Prerequisites: Economics 501 and Finance 511. Course Type(s): MBA.E BF 598 Cr. 3.0 Special Topics in Finance BF 522 Cr. 3.0 Subject matter varies according to the interest of the students and the professor. The exact nature of the topic Corporate Finance covered is indicated in the student’s permanent record. Review and reinforce concepts and techniques of finan- Course Type(s): none

A8 Monmouth University Appendix A: Course Descriptions

BF 599 Cr. 3.0 BH 574 Cr. 3.0 Business Research Seminar in Health Care Management Independent research in business administration in an The capstone in health care concentration, materials con- area not substantially treated in a regular course offering, tained in previous courses, as well as skills taught in gen- under the supervision of a Business Administration faculty eral business courses, are incorporated into a unified member; written evaluation of the research required. examination of critical issues facing the health care serv- Student must be within nine credits of graduation. ices environment. Concentrates on the major events driv- Prerequisite: Prior permission of the directing professor ing health management: the consolidation of individual and department chair. stakeholders into integrated health delivery systems. Course Type(s): none Current efforts by these stakeholders are included as well, as a tool to reinforce class material. BUSINESS – HEALTH CARE MANAGEMENT Prerequisites: Health Care Management 571, 572, 573, and Finance 511. BH 571 Cr. 3.0 Course Type(s): none Introduction to the United States Health Care System BH 575 Cr. 3.0 An overview of the U.S. health care delivery system, Health Care Management Residency including the history, development, and description of the Applies the health care and business course material into component parts involved in providing health care servic- the health care practitioner work setting. The goal is to es. Taught from a sociological perspective, course unify the academic and conceptual with the pragmatism emphasis is placed upon factors such as need, demand, of the work experience. A residency is completed within a quality, cost of care, distribution, and supply of manpower health care or health-related setting, such as a hospital, and physical resources. Also explored are the relation- long-term care facility, or other health care setting, such ships of health care delivery to consumers, providers, fin- as managed care organizations. The residency is com- anciers, regulators, and other health care stakeholders. posed of 400 hours of on-the-job responsibility under the Prerequisite: Completion or waiver of at least three of the directorship of a practicing health care manager. Students six M.B.A. core courses. with extensive health experience may substitute an inde- Course Type(s): none pendent study for the residency. Prerequisites: Health Care Management 571, 572, and 573. BH 572 Cr. 3.0 Course Type(s): none Health Care Economics Application of the tools of economics to issues of the BH 599 Cr. 3.0 organization, delivery, and financing of health care. Topics Independent Study in Health Care Management include: economic concepts relevant to health care, the Independent research in health care management in an system of health care financing and delivery arrangements area not substantially treated in a regular course offering, in the U.S., the role of economic factors in the develop- under the supervision of a Business Administration faculty ment of health and health care public policy, and a base member with the permission of the Program Director. for analyzing the implications of changes in health policy. Prerequisites: Health Care Management 571, 572, and 573. Prerequisite: Economics 501. Course Type(s): none Course Type(s): none BUSINESS – LAW BH 573 Cr. 3.0 Management of Health Care Organizations BL 501 Cr. 3.0 Investigates the evolving management structures of Legal Environment of Business health and health care-related organizations. In addition, Government regulation affects every facet of how a busi- the structure of managed care is investigated. The course ness operates. Therefore, it is important for business stu- integrates the changing provider organizations, regulatory, dents to understand the fundamental legal principles of and quality assurance agencies and how they are affect- contracts, crimes, torts, business organizations, property, ed by evolving, managed care reimbursement. negotiable instruments, and the employment relationship. Prerequisites: Health Care Management 571 and Course Type(s): none Management 502. Course Type(s): none

Monmouth University A9 Appendix A: Course Descriptions

BL 551 Cr. 3.0 BM 507 Cr. 3.0 Law, Government, and Business Production and Operations Management and The legal environment in which business organizations Laboratory function; the nature of law, its sources, and the factors Application and adaptation of current managerial methods that shape it; recent trends of public regulation of com- for the production of goods and services, employing quali- merce, competition, freedom of contract, and labor-man- tative and quantitative analyses of allocating such produc- agement relations. tion factors as human resources, materials, and technolo- Course Type(s): none gy in context of optimizing performance. Prerequisite: Management 506 or equivalent. BL 598 Cr. 1.0 - 3.0 Course Type(s): none Special Topics in Business Law Subject matter varies according to the interest of the stu- BM 515 Cr. 3.0 dents and the professor. The exact nature of the topic Ethics, Law, and Social Responsibility covered is indicated in the student’s permanent record. The American state, its legislature, judicial, and regulatory Course Type(s): none apparatus are analyzed as factors that underpin and limit strategic decisions in business organizations. Markets, BL 599 Cr. 1.0 - 3.0 organizational structures, and organizational cultures are Independent Study in Business Law analyzed as factors that determine the role of organiza- Independent research in business administration in an tional ethics in managerial decision making. area not substantially treated in a regular course offering, Prerequisite: Management 502 or equivalent. under the supervision of a Business Administration faculty Course Type(s): none member; written evaluation of the research required. Student must be within nine credits of graduation. BM 520 Cr. 3.0 Course Type(s): none Management Information Systems A survey of the concepts of management information sys- BUSINESS – MANAGEMENT tems and the information needs of management. A user- oriented introduction to the fundamentals of information BM 502 Cr. 3.0 systems and their integration into business organizations. Management and Organizational Behavior Prerequisite: Management 502. Course Type(s): MBA.T Managerial functions, styles, techniques, and practices contingent on the internal and external global organizational environment; overview of diagnostic, behavioral, BM 521 Cr. 3.0 technical, and conceptual management skills and Seminar in Electronic Commerce processes; comparative and applied study of organiza- Provides an overview of the managerial side of e-com- tional effectiveness, with emphasis on group dynamics merce for the purpose of discussing the strategic and and team building. managerial implications of this new and emerging phe- Course Type(s): none nomenon. The technological and business possibilities for commerce using information technologies and networks BM 506 Cr. 3.0 will be explored in terms of their value-adding potential to Graduate Business Statistics current business practices, as well as the development of new products and/or services. Surveys some of the primary statistical tools and applica- Prerequisites: Management 502 and Marketing 509. tions. The topics chosen reflect those that are most com- Course Type(s): none monly encountered in business and not-for-profit organizations. Topics include: graphical representation of data, descriptive statistics, probability, discrete and continuous BM 525 Cr. 3.0 random variables, inferential statistics, hypothesis testing, Management for Human Resources analysis of variance, and regression analysis. Examination of the practices and problems associated Course Type(s): none with the staffing, managing, evaluation, and compensation of employees, including employment discrimination, employee rights, and affirmative action.

A10 Monmouth University Appendix A: Course Descriptions

Prerequisite: Management 502 or equivalent. ing and planning through seminars, case studies, and Course Type(s): MBA.B simulation of global enterprise; the formulation and implementation of competitive strategy. BM 529 Cr. 3.0 Prerequisites: Accounting 541, Finance 511, Marketing Project Management 509, Management 507 and 515, and either Management Project management is introduced from an applied mana- 520, 521, or 565. gerial perspective with an emphasis on the behaviors, Course Type(s): none tools, and topics that managers will encounter throughout the life cycle of a project. The overall project phases of BM 598 Cr. 3.0 initiating, planning and design, executing, monitoring and Special Topics in Management controlling, and closing projects will be covered. Subject matter varies according to the interest of the stu- Prerequisite: Management 502. dents and the professor teaching the course. The exact Course Type(s): none nature of the topic covered is indicated in the student’s permanent record. BM 549 Cr. 3.0 Prerequisite: Management 502. Management Science Course Type(s): none Advanced application of quantitative methods in business, including in-depth linear programming and an introduction BM 599 Cr. 3.0 to computer simulation and decision support systems. Business Research: Management Prerequisites: Management 506 and 507. Independent research in business administration in an Course Type(s): MBA.Q area not substantially treated in a regular course offering, under the supervision of a Business Administration faculty BM 556 Cr. 3.0 member; written evaluation of the research required. Principles of Logistics Management Student must be within nine credits of graduation. Conceptual underpinnings of business logistics; designing Course Type(s): none an integrated logistics system; managing for effective logistics. BUSINESS – MARKETING Prerequisite: Management 507. Course Type(s): MBA.Q BK 509 Cr. 3.0 Marketing Management BM 563 Cr. 3.0 An integrated approach to managing the business func- International Business tion of marketing: planning, organizing, controlling, and The nature of international business and the demographic, measuring the total marketing effort; managerial principles geographic, financial, economic, political, legal, and cultur- and practices applied to the marketing process. al factors affecting international business relationships. Course Type(s): none Prerequisite: Management 502. Course Type(s): MBA.B, MBA.I BK 533 Cr. 3.0 Marketing Research BM 565 Cr. 3.0 Tools and techniques for conducting, evaluating, and uti- Management of Technology lizing marketing research; decisions concerning pricing, Study of the management of the technological innovation promotion, personal selling, consumer behavior, and dis- process and internal entrepreneurship; major topic areas tribution policies evolving from the research data. include: technology strategy, technological evolution, Prerequisites: Marketing 509 and Management 506. strategic alliances, and new product development. Course Type(s): MBA.K Prerequisite: Management 502. Course Type(s): MBA.T BK 535 Cr. 3.0 International Marketing Management BM 590 Cr. 3.0 Strategic planning and management of resources, includ- Strategic Management ing finished goods between nations, environmental fac- A conceptual and capstone approach to business organiz- tors, government controls, cultural influences, and social

Monmouth University A11 Appendix A: Course Descriptions

and demographic factors. Student must be within nine credits of graduation. Prerequisite: Marketing 509. Course Type(s): none Course Type(s): MBA.I, MBA.K BUSINESS – REAL ESTATE BK 539 Cr. 3.0 Promotional Strategy BR 510 Cr. 3.0 Emphasis on promotional mix, including advertising, sales Real Estate Law promotion, reseller stimulation, personal selling, and relat- Students will be introduced to the legal issues in the owned communication tools; covers fundamental marketing ership, transfer, and development of real property. issues and problems. Focus is on understanding and Course Type(s): none developing promotional decisions and marketing strategies. Prerequisite: Marketing 509. BR 525 Cr. 3.0 Course Type(s): MBA.K Real Estate Analysis Students gain insight into basic real-estate finance and BK 540 Cr. 3.0 valuation theory. Traditional approaches to value are Consumer Behavior reviewed. Examination of personal and corporate real An in-depth study of the various perspectives, theories, estate portfolio strategies. The analysis of specific types and contributors to behavior displayed by consumers in of real properties are reviewed. This includes: single-fami- the search, purchase, use, evaluation, and disposal of ly homes, condominiums, shopping centers, and office economic goods and services including the decision and industrial buildings. Also listed as Finance 525. processes that precede and determine these acts. Prerequisite: Finance 511. Prerequisite: Marketing 509. Course Type(s): none Course Type(s): MBA.K BR 527 Cr. 3.0 BK 541 Cr. 3.0 Real Estate Finance, Investment and Tax Advertising and Media Management Designed to introduce students to the world of real-estate Current practices in advertising and media planning; finance, including debt and equity issues and securitization. importance of the advertising campaign and the media Course Type(s): none plan; emphasis on print media, broadcast media, out of home advertising, and nonmedia advertising; examination BR 530 Cr. 3.0 of advertising campaigns and media plans. Emphasis will Real Estate Lease and Negotiations be on planning, directing, creating, and controlling strate- Students will look at the commercial leasing of real estate, gic advertising and media efforts to meet domestic and including statutory law, public policy, and landlord-tenant global promotional and marketing goals. relations, along with the role of the real estate broker. Prerequisite: Marketing 509. Course Type(s): none Course Type(s): MBA.K

BK 598 Cr. 3.0 BR 580 Cr. 3.0 Special Topics in Marketing Regulation and Real Estate Development Process Real Estate Development analyzes the distinctive roles Subject matter varies according to the interest of the stu- and perspectives of government and business in the land dents and the professor. The exact nature of the topic development process. A step-by-step examination of the covered is indicated in the student’s permanent record. phases of a real estate development project from concep- Course Type(s): none tualization to either disposition or lease-up that emphasizes both the management and approval aspects of BK 599 Cr. 3.0 those phases. Business Research Course Type(s): none Independent research in Business Administration in an area not substantially treated in a regular course offering, BR 598 Cr. 1.0 - 3.0 under the supervision of a business administration faculty Special Topics in Real Estate member; written evaluation of the research required. Subject matter varies according to the interest of the stu-

A12 Monmouth University Appendix A: Course Descriptions

dents and the professor. The exact nature of the topic CO 502 Cr. 3.0 covered is indicated in the student’s permanent record. Research Methods in Communication and Mass Course Type(s): none Media Introduces commonly employed quantitative and qualita- BR 599 Cr. 3.0 tive research techniques in communication as well as Independent Study in Real Estate research ethics. Students learn to design a research proj- Independent research in real estate in an area not sub- ect, conduct pilot study, and write formal proposal. stantially treated in a regular course offering, under the Research for the public good will be emphasized. supervision of a Business Administration faculty member Course Type(s): none and with the permission of the program director. Course Type(s): none CO 503 Cr. 3.0 Graduate Foundations in Communication CHEMISTRY Introduces new students to the field of communication, its history, branches and disciplines, emphasizing communi- CE 560 Cr. 3.0 cation for the public good. Assists students in meeting Chemistry and Physics in Elementary Education demands of graduate study, using research resources, Discovery of the laws of chemistry and physics using and understanding departmental policies. Establishes commonly available materials and equipment. The accent public service objectives of the program. Introduces is on cooperative learning and personal understanding. options for final thesis or project. Students create a plan Application of learned material will result in the creation of of study to guide future course and project selections. individual topic modules. Course Type(s): none Prerequisite: Bachelor’s degree in a non-science field, or permission of the instructor. CO 504 Cr. 3.0 Course Type(s): none Principles of Public Relations Explores the theoretical foundations and principles that CE 598 Cr. 1.0 - 3.0 encompass the field and practice of public relations. In Special Topics in Chemistry addition to surveying relevant public relations communica- The subject matter varies with the interest of the students tion theories, students will develop core competency skills and the professor teaching the course. The exact nature in the creation and execution of strategies and tactics that of the topic covered in any given semester is indicated in encompass comprehensive public relations campaigns. the student’s transcript. For the course to count for credit Course Type(s): none toward a particular graduate program outside chemistry, prior permission of the chair of graduate studies in that CO 505 Cr. 3.0 program must also be obtained. Interpersonal Communication Prerequisite: The equivalent of a Monmouth University bac- An examination of the theories, models, elements, and calaureate minor in Chemistry or permission of the chair. processes of dyadic communication with emphasis on Course Type(s): none relationship development. The concepts, principles, and practices of interpersonal communication will be applied COMMUNICATION to selected interpersonal contexts, such as first encoun- ters, marriage, family, friendship, professional, and busi- CO 501 Cr. 3.0 ness settings. Communication Theory Course Type(s): none Introduces foundational ideas in the fields of human and mass communication and the ways scholars have devel- CO 506 Cr. 3.0 oped these through research. Highlights theories that The Mass Media and Contemporary Values apply to public service communication(social responsibili- An analysis of the products of television, cinema, and the ty, relationship building, etc.). Students learn to write liter- print media as they relate to lifestyle, morality, and social ature review exploring recognized branch of theory. behavior in America. Such problems as individuality in a Course Type(s): EN.RW mass society, the power of deity and religions, the decline of family, sexual behavior, and anti-intellectualism will be

Monmouth University A13 Appendix A: Course Descriptions

explored within the framework of intensive media study. Prerequisite: Communication 503. Course Type(s): none Course Type(s): TPS

CO 507 Cr. 3.0 CO 514 Cr. 3.0 Organizational Communication Conflict Management and Negotiation The study of the role and impact of communication in con- Theory and research on the nature, causes, and resolu- temporary organizations and a survey of contemporary tion of interpersonal, group, and organizational conflict. A organizational research. Examination of how an organiza- comprehensive examination of conflict styles, techniques, tion’s structure, management philosophy, and internal cul- and methods of resolution of conflicts. Emphasis is ture impact the flow of information, productivity, and goal placed on information sharing, effective listening, problem achievement of the organization and its members and solving, mediation, and negotiation as tools for conflict clients. Study of the communication processes in busi- management. ness, medical, educational, and nonprofit organizations. Prerequisite: Communication 503. Course Type(s): none Course Type(s): TPS

CO 508 Cr. 3.0 CO 516 Cr. 3.0 Executive Communication Public Relations and Fundraising for Nonprofits A survey of the rhetorical principles that provide a basis Through case study analysis, practical assignments, and for the production and analysis of effective oral presenta- examination of key public relations theories, this course tion and impression management. Experience with the provides an understanding of the important role that pub- preparation of messages that represent communication lic relations plays in furthering the mission and goals of specialists. Speech writing, testimony preparation, and nonprofit and non-government organizations (NGOs). preparation for a variety of public communication chal- Instruction focuses on using effective public relations lenges are studied, and student presentation skills are techniques to gain support from different constituencies. honed in practice sessions. Course Type(s): TPS Prerequisite: Communication 503. Course Type(s): TPS CO 520 Cr. 3.0 Communication Ethics CO 509 Cr. 3.0 Communication ethics is the study of the principles that Communication, Culture, and Community govern the conduct of private and public communication Fosters an understanding of community as a communica- in the pursuit of the personal and common good. Provides tion concept and explores the performance of community an introduction to communication ethics through the writ- roles through civic engagement and democratic participa- ings of important ancient and contemporary scholars. tion. Students will explore the nature of community, the Course Type(s): none impact of institutions in everyday life, the consequences of individual, social, and global privilege, and the role of CO 523 Cr. 3.0 personal responsibility in communities. Students test the Persuasion, Social Influence possibilities and problems of contemporary forms of com- A study of the historical and contemporary theoretical munity through a community-based service project. approaches and empirical research in the persuasive Course Type(s): TPS process. An examination of how information diffuses throughout and affects a socio-cultural system. Attention CO 512 Cr. 3.0 focused on the emergence, maintenance, and change of Intercultural Communication and Diversity attitudes and values. Case study analysis and practicum Management in social marketing. An examination of the cultural nature of communication Prerequisite: Communication 503. and the dynamics of face-to-face interaction between per- Course Type(s): none sons from diverse cultures and co-cultures. Examining the challenge of managing a diverse organizational workforce CO 524 Cr. 3.0 in a multicultural society and methods to increase organi- Public Opinion and Media zation members intercultural communication competence. An examination of the shifting nature of public opinion,

A14 Monmouth University Appendix A: Course Descriptions

the agenda-setting role of mass media, and the survey CO 530 Cr. 3.0 methods that are employed to determine public opinion. Mass Media, Public Interest, Corporation Profit The practices, values, and traditions of journalism that Undertakes a critical examination of the relationship impact public opinion. Experience with the conduct of a between the citizens of the United States, the increasingly survey and analysis of case studies. corporate, electronic mass media, and American laws and Prerequisite: Communication 503. policies that attempt to regulate it. Students will gain an Course Type(s): none understanding of the historical context behind the contemporary media policy environment and will examine the CO 525 Cr. 3.0 challenge faced by citizens, regulators, and broadcasters Political Communication in determining how the media should operate in the public The study of traditional and contemporary theories of interest. rhetoric as applied in research and analysis of political Prerequisite: Communication 503. campaigns. The rhetorical creation, maintenance, applica- Course Type(s): none tion, and legitimization of symbolic power. A survey of analytic models of political communication and application CO 532 Cr. 3.0 of the models to case studies. The role of the political Global Media and New Technologies communication specialist. Practicum in political communi- An examination of the interlinked world of international cation strategies and techniques. Also listed as Political mass media systems and media technologies; how soci- Science 525. eties and nations are both connected and divided by com- Prerequisite: Communication 503. munication methods, technologies, national and interna- Course Type(s): none tional policies, and cultural expression. Students will examine the variety of models of electronic media around CO 526 Cr. 3.0 the globe and investigate the influence of national and Advanced Public Relations Planning international policy decisions on sovereign nations and Explores advanced theoretical foundations and principles indigenous culture, particularly in light of the constant demanded of public relations professionals working with advances of emerging media technologies. corporations, for-profit entities and non-profit organiza- Prerequisite: Communication 503. tions. In addition to surveying relevant public relations Course Type(s): none communication theories, students will develop advanced competency skills required to plan and execute compre- CO 540 Cr. 3.0 hensive public relations campaigns. Also examines the Organizational Training and Consulting dynamics of the evolving approach to integrated market- A survey of adult-learning theory, needs assessment, ing communication that currently dominates the field and training techniques, and evaluation as applied to commu- practice of public relations. nication training. Planning and implementing training pro- Prerequisite: Communication 503. grams that serve real organizational needs. The role and Course Type(s): none ethical standards of the communication professional serving as a communication specialist or counsel to an organ- CO 527 Cr. 3.0 ization. The completion of a practicum project in training Crisis and Issues Management or development. Advanced public relations theory and practices dealing Prerequisite: Communication 503. with management of organizational crisis and issues. The Course Type(s): none process of research, analysis, planning, and implementation of crisis management will be explored. The role of the CO 561 Cr. 3.0 public relations professional in the development of crisis Message Construction: Audio, Video and Web communication strategies and tactics will be examined. With the development of the new technologies and World Control of crisis, rumor, public perception, corporate Wide Web in particular visual communication has become image, and reputation will be emphasized. Case studies, major disciplines in today’s media. This team-taught class simulations, group exercises, and projects will be used to deals with both theory and practice of achieving good develop skills in crisis and issues management. message design to influence targeted audiences. Students Prerequisite: Communication 503. are introduced to the process and theory of audio and Course Type(s): none video production for Web-based message construction. Course Type(s): none

Monmouth University A15 Appendix A: Course Descriptions

CO 565 Cr. 3.0 CO 599 Cr. 3.0 Special Event Planning and Promotion Independent Study in Communication Many organizations use events as a public relations strat- Guided research in selected topics in Communication. egy to build and maintain relationships with key stake- Prior permission of the directing professor and depart- holders. Through case study analysis, practical assignment chair is required. ments, and examination of key public relations theories, Course Type(s): none this course introduces students to successful event planning and promotion. Emphasis is on creating, organizing, CO 691 Cr. 3.0 identifying sponsors, publicizing and implementing special Communication Thesis Proposal events. A two-semester sequence of an independent research Course Type(s): none study in consultation with a faculty thesis advisor. In this first semester, the student will select an area of communi- CO 590 Cr. 1.0 - 3.0 cation research and develop a thesis proposal. The com- Special Problems pleted 10-15 page proposal will include a research ques- For students capable of developing and pursuing a prob- tion or hypothesis, rationale for study, literature review, lem independently through research, conferences, and methodology, and (if applicable) approval from the activities. Problem chosen by the student with the con- Institutional Review Board for research involving human sent of the graduate program director and supervision of participants. a graduate professor. To be approved, this independent Prerequisites: Communication 501, 502, 503 and comple- study must target a problem that relates to the nature of tion of 9 graduate level communication credits (or the student’s graduate program focus. May be taken for approved equivalent), and permission of the faculty thesis one, two, or three credits and repeated in subsequent advisor. semesters until three credits are earned. Does not substi- Course Type(s): none tute for Communication 599. Prerequisite: Communication 503. CO 692 Cr. 3.0 Course Type(s): none Communication Thesis II A two-semester sequence of an independent research CO 595 Cr. 3.0 study in consultation with a faculty thesis advisor. In the Corporate and Public Communication Internship second semester, the student will complete work to exe- Designed for students with less than one year profession- cute the thesis proposal from Communication 691. The al experience. Supervised practical work experience with completed 25-30 page thesis will include a research media outlets, advertising and promotion agencies, public question or hypothesis, rationale for study, literature relations firms, film companies, etc. Involves cooperative review, methodology, results, discussion, conclusion, efforts of departmental faculty and employers. Exposure complete bibliography, and appropriate appendices. Upon to current and innovative techniques in research, man- completion of the study, the student is required to defend agement and creative activities while offering practical the thesis before a faculty committee and to make a pres- experience. entation in Communication COL, Graduate Colloquium. Prerequisite: Consent of the graduate advisor and Prerequisite: Communication 691. placement. Course Type(s): none Course Type(s): none CO 693 Cr. 3.0 CO 598 Cr. 1.0 - 3.0 Communication Project Proposal Special Topics in Communication A two-semester sequence of an independent professional Subject matter varies with the interests of the students project in consultation with a faculty project advisor. In the and the professor. Intensive study of such topics in com- first semester, the student will review relevant trade and munication processes as gender relations, small group scholarly literature and conduct research leading to the communication and decision making, leadership commu- development of a project proposal. The student must nication, film and video criticism, telecommunication tech- receive approval of the project advisor based on a nology, and legal communication. demonstration of his or her pre-existing competence with Prerequisite: Communication 503. media message construction. Course Type(s): none Prerequisites: Communication 501, 502, 503 and comple-

A16 Monmouth University Appendix A: Course Descriptions

tion of nine graduate level communication credits. CS 501B Cr. 3.0 Course Type(s): none Program Development Continuation at the coverage of the same modern object- CO 694 Cr. 3.0 oriented language introduced in CS 501A. More Communication Project advanced object-oriented design, including inheritance A two-semester sequence of an independent professional and polymorphism. Limited to Computer Science or project in consultation with a faculty project advisor. In the Software Engineering majors. second semester the student will complete work to exe- Prerequisite: Computer Science 501A, passed with a cute the project proposal from Communication 693. The grade of B- or higher. project requires the production and execution of a profes- Course Type(s): none sional-quality media message of significant length and value for a public service organization as well as a well- CS 502 Cr. 3.0 researched paper documenting and justifying the process. Theoretical Foundations of Computer Science Upon completion of the project, the student is required to Concepts, methods, models, and associated computer defend the project before a faculty committee and to exercises for important topics in discrete mathematics make a presentation in Communication COL, Graduate and probability. Includes: logic and mathematical reason- Colloquium. ing, functions, sets, summations, asymptotic notation, Prerequisites: Communication 693 and permission of the algorithms and complexity, number theory, cryptography, faculty project advisor. matrix algebra, induction and recursion, counting tech- Course Type(s): none niques, combinatorial objects, discrete structures, discrete probability theory, relations, graph theory, moments, ran- CO COL Cr. 1.0 dom variables, and graph algorithms. Limited to Colloquium in Communication Computer Science majors. Required in first semester of graduate study. Department Course Type(s): none faculty will present their areas of research and graduate courses they teach. Students network with other students, CS 503 Cr. 3.0 professors, and speakers from various branches of the Data Structures and Algorithms field of communication. Graduating students present their Design and implementation of fundamental data struc- research in this forum. (One section required) tures and algorithms, including: linked lists, hashing, sort- Course Type(s): none ing, trees, stacks, queues, sets and bags, and recursion. Application to problem solving and object-oriented design CO CPE Cr. 0.0 of moderate sized programs. Communication Comprehensive Exam Prerequisite: Computer Science 501B, passed with a Communication Comprehensive Exam grade of B- or higher. Course Type(s): none Course Type(s): none

COMPUTER SCIENCE CS 505 Cr. 3.0 Operating Systems Concepts CS 501A Cr. 3.0 The basic concepts of operating systems from the point of Computer Programming Essentials view of an advanced user: the interaction of the kernel, An introduction in computer programming for newly admit- the command interpreter, and user processes. Focus is ted graduate students. Students will learn basic concepts on process and resource management, concurrency con- in modern computer programming. Students will complete trol, and inter-process communication. Examples and all the programming exercises and assignments in the projects are based mainly on Unix. The course also modern objected-oriented language. Limited to graduate includes an introduction to computer architecture from an students in Computer Science or Software Engineering. operating-systems perspective (processors, devices, Prerequisite: Permission of the department chair. interrupts, clocks, etc.). Course Type(s): TPS Prerequisites: Computer Science 503 and 509, both passed with a grade of B- or higher. Course Type(s): none

Monmouth University A17 Appendix A: Course Descriptions

CS 509 Cr. 3.0 theory and methodologies, query languages and query Advanced Object-Oriented Programming and Design processing. Coverage of relational database model and Object-oriented programming and design, using a lan- design, normalization process, SQL, hands-on database guage different from that used in CS 501B. Used in class- design and application development. es, inheritance, polymorphism, and libraries. Prerequisite: Computer Science 503 passed with a grade Prerequisite: Computer Science 501B, passed with a of B- or higher. grade of B- or higher. Course Type(s): none Course Type(s): none CS 518 Cr. 3.0 CS 511 Cr. 3.0 Fundamentals of Computer Security and Technical Communication Cryptography Preparation, analysis, synthesis, and presentation of sys- An introduction to computer security and its related tem documentation, technical papers, and data flow dia- issues, including cryptography. It covers threats assess- grams; literature search. ment, security policies, basic cryptography, security Prerequisite: Open only to those students accepted in the mechanisms, and assurance. Also includes several case M.S. program in Computer Science. studies on enhancing the security level of specific sys- Course Type(s): none tems by integrating different security mechanisms and techniques. Both theoretical and practical issues are CS 512 Cr. 3.0 addressed in the course. Students who complete this course successfully will be capable of assessing the Algorithm Design threats, enhancing the security, and evaluating the assur- Design and analysis of algorithms; dependence of algo- ance level of specific computer systems. rithm efficiency on data structure choice; correctness of Prerequisites: Computer Science 503 and 514, both algorithm implementation and basic design techniques passed with a grade of B- or higher. and their applications to programming with fundamental Course Type(s): none data structures. Prerequisites: Computer Science 502 and 503, both passed with a grade of B- or higher. CS 519 Cr. 3.0 Course Type(s): none Advanced Operating Systems Advanced operating systems with a number of case stud- CS 514 Cr. 3.0 ies. Emphasis is placed on issues in both centralized and distributed operating systems (concurrency control, Networks resource management, file systems, network interface). This is an introductory-level course on the hierarchy of Flavored with UNIX; some prior knowledge of C will be an networking software and hardware. Particular emphasis on asset, but is not necessary. medium Access Control, Network layer, Transport layer, Prerequisites: Computer Science 505 and 509, both and Session layer. Several MAC-layer protocols, TCP/IP. passed with a grade of B- or higher. Corequisite: Computer Science 502. Course Type(s): none Course Type(s): none

CS 515 Cr. 3.0 CS 520 Cr. 3.0 Introduction to Intelligent Systems Formal Methods Introduction to methods and algorithms used to incorpo- The use of formal specifications to describe the behavior rate intelligence into computer programs. Topics include of computer systems and the use of formal proof methods search techniques, representation and reasoning, and to verify design. machine learning. Applications of these methods are Prerequisite: Computer Science 509 passed with a grade stressed. Also covers implementation of some of the fun- of B- or higher. damental algorithms. Course Type(s): none Prerequisites: Computer Science 502 and 503, both passed with a grade of B- or higher. CS 517 Cr. 3.0 Course Type(s): none Database Design and Management Introduction to database systems, data modeling, design

A18 Monmouth University Appendix A: Course Descriptions

CS 521 Cr. 3.0 Prerequisites: Computer Science 501B, 502, and 514, all Artificial Intelligence passed with a grade of B- or higher. Basic and advanced methods in symbolic and quantitative Course Type(s): none artificial intelligence through Lisp programming techniques. Current issues concerning rule-based vs. statisti- CS 528 Cr. 3.0 cal methods via applications. Database and Transactions Security Prerequisites: Computer Science 503 and 520, both An overview of the methodologies to protect data. It cov- passed with a grade of B- or higher. ers both traditional and emerging security mechanisms Course Type(s): none and services, as well as the common threats and vulnerabilities of database and transaction processing systems. CS 522 Cr. 3.0 The topics include: discretionary and mandatory access Knowledge Fusion controls in database systems, secure database design, Fundamental techniques for integrating information from data integrity, secure transaction processing, inference heterogeneous sources to obtain actionable knowledge. controls, and auditing. Also covers security models for The sources of information include databases, files, and relational and object-oriented databases, and security of web pages. Covered techniques include both those based databases in a distributed environment. Both theoretical upon logic and also approaches based on probabilistic and practical issues will be addressed in the course. reasoning. Prerequisites: Computer Science 517 and 518, both Prerequisites: Computer Science 517 and 520, both passed with a grade of B- or higher. passed with a grade of B- or higher. Course Type(s): none Course Type(s): none CS 529 Cr. 3.0 CS 523 Cr. 3.0 Web Services and .NET Networked Information Systems Introduction to web services. Theoretical and practical Basic principles, techniques, and tools for building net- coverage of client-server architecture, communication worked information systems with a significant database protocols, messaging, including XML and SOAP transac- component. Current protocols, languages, and data for- tions. .NET Framework architecture is used for the appli- mats. cations. We contrast with other platforms, e.g. Java- Prerequisites: Computer Science 505 and 517, both based web services. Students implement web services passed with a grade of B- or higher. and simple clients on PC’s or mobile devices. Course Type(s): none Prerequisite: Computer Science 503 passed with a grade of B- or higher. CS 525 Cr. 3.0 Course Type(s): none Simulation Formal models of discrete event systems, computer simu- CS 530 Cr. 3.0 lation of models, and analysis of simulation results. Knowledge-Based Systems Discrete event simulation is applied to studying the per- Fundamental techniques in building knowledge-based sys- formance of computer and communication systems. tems using logic programming technology; applications of Object-oriented design and programming in C++. knowledge-based systems; prolog programming tech- Prerequisites: Computer Science 502, 503, and 514, all niques; using advanced Prolog programming environments. passed with a grade of B- or higher. Prerequisites: Computer Science 502 and 509, both Course Type(s): none passed with a grade of B- or higher. Course Type(s): none CS 526 Cr. 3.0 Performance Evaluation CS 531 Cr. 3.0 The role of performance evaluation in the product lifecy- Intelligent Interfaces cle. Introduction to Markov chains and elementary queu- Computer-human interfaces that use speech understanding theory; complementary roles of analytic and simula- ing and image processing (such as handwriting). tion methods and applications to performance evaluation Prerequisites: Computer Science 503 and 520, both of computer and communication systems. passed with a grade of B- or higher. Course Type(s): none

Monmouth University A19 Appendix A: Course Descriptions

CS 532 Cr. 3.0 may be applied in the solution of many practical problems Compiler Design arising, for example, in business, government, and private The major techniques used in compiler writing, lexical settings. analysis, syntax analysis, storage management, error Prerequisites: Computer Science 502, 503, and 514, all detection and recovery, and code generation. Tools for passed with a grade of B- or higher. compiler writing (LEX, YACC, etc.). Course Type(s): none Prerequisite: Computer Science 512 passed with a grade of B- or higher. CS 545 Cr. 3.0 Course Type(s): none Graphics Drawing with a graphics kernel, 2D and 3D transforma- CS 533 Cr. 3.0 tions, view transformation, area filling, line and polygon Database System Implementation clipping, hidden surface algorithms, curves and surfaces, DBMS architecture, data storage and indexing, query pro- Gouraud and Phong shading, pattern and texture map- cessing and optimization, transaction management and ping, fractals, and rendering using a ray-tracer. recovery, and some issues related to advanced database Prerequisite: Computer Science 509 passed with a grade applications. of B- or higher. Prerequisites: Computer Science 502 and 503, both Course Type(s): none passed with a grade of B- or higher. Course Type(s): none CS 550 Cr. 3.0 Computer System Architecture CS 535 Cr. 3.0 Computer system interconnection structures, central pro- Telecommunications cessing unit, control unit, microprogrammed control, In-depth coverage of the lower layers of the network hier- memory organization, cache and virtual memory, comput- archy: Physical layer, Data Link layer, Network layer, and er arithmetic, RISC processors, introduction to parallel Transport layer. processing, and case studies. Prerequisites: Computer Science 502, 505, and 514, all Prerequisites: Computer Science 502 and 503, both passed with a grade of B- or higher. passed with a grade of B- or higher. Course Type(s): none Course Type(s): none

CS 537 Cr. 3.0 CS 551 Cr. 3.0 Client-Server Interfaces Parallel Processing Design of client-server systems. This is a project-dominat- Parallel computer paradigms, parallel processing applica- ed course. Students from the AI stream will design and tion, conditions of parallelism, scalable computer plat- implement a distributed client-server system for some AI forms, parallelism issues, performance metrics and application, while students from the COMPUTER NET- benchmarking, speedup performance laws for parallel WORKS stream will be more involved in Transport layer systems, parallel memory organization, interconnection issues. Coverage of the higher layers of the network hier- networks, multiprocessing and multiprocessors, multicom- archy: Transport layer, Session layer, and Application puters, massively parallel systems, mapping applications layer. Programming with TCP and UDP. to parallel systems, and case studies. Prerequisites: Computer Science 505, 509, and 514, all Prerequisite: Computer Science 550 passed with a grade passed with a grade of B- or higher. of B- or higher. Course Type(s): none Course Type(s): none

CS 540 Cr. 3.0 CS 560 Cr. 3.0 Model Building and Algorithms Master’s Seminar Solving real-world problems requires skills in model-build- Emphasis on preparation, analysis, synthesis, and pres- ing, model-selection and the application of appropriate entation of software system documentation, project algorithms. The applicable field of knowledge is basically progress reports, and technical papers based on literature Operations Research (OR). We discuss optimization (lin- research. ear/integer programming, branch and bound, game theo- Prerequisite: Completion of twenty one credits toward the ry), network and queuing models, and algorithms that M.S. degree, including four core courses, or permission of

A20 Monmouth University Appendix A: Course Descriptions

the instructor. CS 627 Cr. 3.0 Course Type(s): none Quantitative Systems Engineering Development of methods and techniques for analyzing CS 588 Cr. 1.0 the performance of complex systems. Application to the Computer Science Practice and Experiences performance engineering of computer/communications Provides opportunity for Computer Science graduate stu- systems, including distributed computing/information sys- dents to obtain related experience in employment at a tems and integrated telecommunications. local company or institution with Monmouth University Prerequisite: Computer Science 526 passed with a grade sponsorship. Available to Computer Science graduate stu- of B- or higher. dents who have completed at least eighteen credit hours Course Type(s): none of graduate courses (500 level), with a minimum GPA of 3.00. Does not satisfy elective requirements. Students CS 628 Cr. 3.0 may take the course a maximum of two times. Security of E-Systems and Networks Course Type(s): none The fundamental techniques in security of e-based Systems and Computer Networks. E-based systems are CS 598 Cr. 3.0 ubiquitous in the modern world with applications spanning Special Topics in Computer Science e-commerce, e-government, e-services, Virtual Private Subject matter varies with the interest of the students and Networks (VPNs), health care, and government organiza- of the professor teaching the course. The exact nature of tions. Deals with the fundamental concepts and tools of the topic covered in any given semester is indicated in security of e-based systems and computer networks and the student’s transcript. its range of applications. Among the topics to be covered Prerequisites: Computer Science 502 and 503, both include: authentication of users, system integrity, confi- passed with a grade of B- or higher. dentiality of communication, availability of business serv- Course Type(s): none ice, non-repudiation of transactions, public key cryptosys- tems, authentication and digital signature, e-security tools CS 618 Cr. 3.0 such as Public Key Infrastructure (PKI) systems, biomet- Data Mining ric-based security systems, trust management systems in communication networks, intrusion detection systems, An introduction to the fundamental concepts, algorithms, protecting against malware, and computer network securi- and techniques of data mining. Topics include: data pre- ty risk management. Intended for graduate students in processing, classification algorithms and techniques, computer science, software engineering, and electrical anomaly detection, and the design of data warehousing engineering who have some background in computer net- and OLAP systems. works and fundamentals of computer security. Prerequisites: Computer Science 517 and 520; both Prerequisite: Computer Science 518 passed with a grade passed with a grade of B- or higher. of B- or higher. Course Type(s): none Course Type(s): none

CS 625 Cr. 3.0 CS 635 Cr. 3.0 Internet Crawler Wireless Network Systems and Security In-depth coverage of the crawler component of modern Fundamental techniques in the design, operation, perform- search engine. Examination of the architecture of ance evaluation, and security of wireless network systems. crawlers; algorithms for visitation, retrieval and processing Among the topics covered are first, second, third, and fourth of Web pages; link analysis, (e.g. PageRank computa- generation wireless systems, cellular wireless networks, tion). Coverage of ethical and legal issues of customized medium access techniques, physical layer, protocols Web robots. Students build automatic internet crawlers. (AMPS, IS-95, IS-136, GSM, GPRS, EDGE, WCDMA, Prerequisite: Computer Science 529 passed with a grade cdma2000, etc), fixed wireless systems, personal area net- of B- or higher. works (PANs) including Bluetooth and Home RF systems, Course Type(s): none wireless local area networks (WLANs) technologies, architectures, protocols, and standards, and advanced topics. Security of WLANs, wireless sensor networks (WSNs), cellular systems, and Bluetooth and Home RF networks will be

Monmouth University A21 Appendix A: Course Descriptions

dealt with as well. intended for graduate students in comput- with a grade of B- or higher. er science, software engineering, and electrical engineering Course Type(s): none who have some background in computer networks. Prerequisite: Computer Science 514 passed with a grade CS 699 Cr. 3.0 of B- or higher. Independent Study in Computer Science Course Type(s): none Independent study of a subject not substantially treated in a regular graduate course. Designed for students with CS 661 Cr. 3.0 superior abilities who, with guidance and direction from Computer Science Advanced Project the supervising faculty member, can master a new sub- A challenging project, such as the development of a large, ject. (Limited to students who have not yet taken complex program, done under the supervision of a faculty Computer Science 699.) member. Prerequisites: A minimum GPA of 3.50; completion of all Prerequisites: Completion of all foundation and core foundation and core courses and departmental approval. courses and departmental approval. Course Type(s): none Course Type(s): none CRIMINAL JUSTICE CS 691 Cr. 3.0 Computer Science Thesis I CJ 500 Cr. 3.0 Independent investigation of special topics reflecting the Theories and Methods of Geographic Information research interests of the sponsoring professor. Provides Systems students with an opportunity to do extended relevant This course provides students with a solid foundation in research in collaboration with, or under the supervision of, the theories and methods of Geographic Information a faculty member. Sequential registration of one or more Systems. Students gain knowledge of important applica- credits is required until successful completion. (Minimum tions, as well as acquisition, accuracy, formatting man- of six credits must be accumulated.) agement, analysis, and manipulation of data. When stu- Prerequisites: Completion of all foundation and core dents complete this course, they are expected to know courses and departmental approval. what GIS is, what GIS can and cannot do, how data is Course Type(s): none stored, and how data in GIS is manipulated and analyzed to satisfy a project’s goals. CS 692 Cr. 3.0 Course Type(s): none Computer Science Thesis II Independent investigation of special topics reflecting the CJ 502 Cr. 3.0 research interests of the sponsoring professor. Provides Advanced Criminology students with an opportunity to do extended relevant Professionals interested in the criminal justice system research in collaboration with, or under the supervision of, require a foundation in the criminological theories that a faculty member. Sequential registration of one or more underlie criminal behavior and rehabilitation. Provides the credits is required until successful completion. (Minimum student with an opportunity to study and critically evaluate of six credits must be accumulated.) prominent criminological theories presented in the read- Prerequisite: Computer Science 691. ings and research. Lectures emphasize the role of psy- Course Type(s): none chological principles, theories of learning, techniques of counseling, and psychopathology in the context of crimi- CS 698 Cr. 3.0 nological theory on rehabilitation programs and on policy Advanced Special Topics development. Also serves as a context for other graduate The advanced subject matter varies with the interest of courses that pertain to the prison system and institutional the students and of the professor. The full syllabus for a treatment of offenders. specific offering will be filed with the STE and Graduate Course Type(s): none School Deans when it is scheduled. The exact nature of the topic covered in any given semester is indicated in CJ 510 Cr. 3.0 the student’s transcript. The American Penal System Prerequisites: Computer Science 502, 503, one core, and Examines the history, philosophy, and organizational one 521+ level course, as per course syllabus, all passed

A22 Monmouth University Appendix A: Course Descriptions

structure of correctional systems in the United States, of modeling within GIS. Included are such topics as: 3-D analyzing the various models of incarceration as they terrain visualization and analysis, location and network relate to punishment and rehabilitation. modeling, map algebra, and spatial statistics. Course Type(s): none Prerequisite: Criminal Justice 500. Course Type(s): none CJ 512 Cr. 3.0 Psychopathology CJ 542 Cr. 3.0 Advanced abnormal psychology; intensive investigation of Computer Application in Criminal Justice current thinking regarding the etiology and development Introduces computer basics, information system, and the of aberrant behavior; theory in the light of experimental Internet. Students will use several management-related findings and clinical applications. applications, including spreadsheets, database, employee Course Type(s): none performance evaluations, and statistical analysis programs to develop an integrated database management system. CJ 515 Cr. 3.0 Course Type(s): none Institutional Treatment of the Offender Provides the theoretical framework for the understanding CJ 545 Cr. 3.0 of criminal behavior and the strategies employed in pro- Seminar: Ethics, Law, and Society viding treatment and support services to the inmate. Probes ethical issues that arise throughout the criminal Focuses on techniques designed to facilitate the develop- justice system. Students will examine the fundamental ment of alternative behaviors. Attention will be given to meaning of justice, explore approaches to moral reason- problems that are especially relevant to penal institutions, ing, and investigate issues such as the use of discretion, e.g. violence, racial discord, sexual assault, and theories capital punishment, prisoners’ rights, and other ethics of of punishment. criminal justice research. Course Type(s): none Course Type(s): none

CJ 525 Cr. 3.0 CJ 550 Cr. 3.0 Applied Data Analysis in Criminal Justice Seminar: Police Administration The examination, interpretation, and application of social Examines the tasks and roles of police administrators for statistical concepts in criminal justice; computerized data effective and efficient police operations. Police organiza- analysis techniques. tion, policies, and rules will be analyzed for their impact Course Type(s): none on the delivery of police services. Course Type(s): none CJ 530 Cr. 3.0 Criminal Justice Policy CJ 552 Cr. 3.0 The examination of opposing viewpoints on complex and Computer Crime sensitive issues in criminal justice. Emphasis on providing Understanding the nature of computer crime and the students with the ability to develop basic thinking skills and basic principles of technology in order to provide a foun- assisting students in evaluating sources of information. dation for criminal investigation. Course Type(s): none Course Type(s): none

CJ 535 Cr. 3.0 CJ 555 Cr. 3.0 Evaluation Strategies for Criminal Justice Criminal Procedure and Constitution Formulation of research problems and hypotheses; quan- A multidisciplinary examination of the major stages of the titative research designs; data collection strategies; data criminal process from arrest to trial. The course explores analysis methods. the effectiveness of criminal procedure, the Constitution, Course Type(s): none and the law in relationship to crime. Course Type(s): none CJ 540 Cr. 3.0 Spatial Analysis and Modeling in Geographic CJ 560 Cr. 3.0 Information Systems Seminar: Leadership and Management Focuses on methods of spatial analysis and various kinds Examines the role of leader or visionary in analyzing and

Monmouth University A23 Appendix A: Course Descriptions

improving organizational operations in the criminal justice the substance and mechanics of forensic pathology. The system. Emphasis is on the ability to assess and solve medical examiner, usually the pathologist, is primarily the complex problems facing criminal justice in the twen- concerned with the investigation of violent, sudden, unex- ty-first century. pected, and suspicious deaths. The medical examiner Course Type(s): none determines the cause and manner of death, identifies the deceased if unknown, determines the approximate time of CJ 562 Cr. 3.0 injury and death, collects evidence from the body, issues Graduate Criminal Justice Internship a death certificate, and documents these events through Provides the student an opportunity to integrate academic an official autopsy report. theory with experiential learning. Each student will have Course Type(s): none an opportunity to focus on areas specific to his/her career objectives. Intern students will evaluate principles of the CJ 590 Cr. 3.0 criminal justice system through on-site participation at an Internship in Crime Mapping approved criminal justice agency. Executive writing oppor- Internship and seminar providing capstone experience for tunities will be an integral component of this course. the Crime Mapping Certificate and M.A. in Criminal Course Type(s): none Justice/Crime Mapping Concentration. Course Type(s): none CJ 565 Cr. 3.0 Comparative Criminal Justice Systems CJ 595 Cr. 3.0 Compares and contrasts the main similarities and differ- Geographic Information Systems, Crime Mapping, ences among the major criminal justice systems in the and Analysis world, including the civil law, common law, socialist law, Incorporates GIS into criminal justice by including the use and Islamic law families. of crime mapping and analysis in problem solving. Takes Course Type(s): none a hands-on approach to many of the issues a criminal justice manager, officer, or crime analyst will face in pur- CJ 572 Cr. 3.0 suit of his/her work. Facilitates students’ understanding of Civil Rights and Liberties GIS and crime mapping theories, principles, concepts, An examination of the Bill of Rights in contemporary and the software. Upon completion of the course, stu- America. The seminar analyzes the conflicting group dents will have developed two projects as part of their interests, which advise around issues such as freedom of portfolio: one in crime mapping implementation and one speech and assembly, church-state relations, and equal in project design and analysis within their particular topic treatment before the law for members of minority groups. of study. Course Type(s): none Prerequisite: Criminal Justice 500. Course Type(s): none CJ 575 Cr. 3.0 Professionalism in Criminal Justice CJ 598 Cr. 1.0 - 3.0 An examination of major changes in politics, professional- Special Topics in Criminal Justice ism, and public order in society. Emphasis is on policing, Subject matter varies with the interest of the students and criminal justice education, corrections, and jail manage- the professor. The exact nature of the topic covered in ment issues and examining the progress of, and obstacles any given semester is indicated in the student’s transcript. to, improving training and split-second decision making. Permission of the program director is required. Course Type(s): none Course Type(s): none

CJ 585 Cr. 3.0 CJ 599 Cr. 3.0 Forensic Pathology Independent Study in Criminal Justice Designed to introduce students to concepts of forensic Development and execution of a relevant reading and pathology with an emphasis on the recognition and inter- research project leading to significant written work pretation of diseases and injuries in the human body that designed by the student in consultation with the profes- are the basis for medicolegal investigations. It presents sor. The subject chosen for study should be related with an overview of the medicolegal investigative systems and any area of Criminal Justice of special interest for the student. Students applying for this course must demonstrate

A24 Monmouth University Appendix A: Course Descriptions

their knowledge of research techniques and their abilities CJ 630 Cr. 3.0 to apply them to the specific area of studies chosen. It is Intelligence for the Homeland Security Practitioner also required that the student should be able to present Acquaints students with the concepts and practices the results of his/her research in appropriate written and involved in the process of collecting, analyzing and evalu- oral form. ating intelligence and in managing the intelligence func- Course Type(s): none tion, as well as the influence of intelligence in shaping homeland security decision making at the federal, state CJ 610 Cr. 3.0 and local levels. It examines the structures, roles, and Introduction to Homeland Security: Principles and interactions of the foreign and domestic intelligence com- Policies munities, the intelligence gathering and analysis of capa- Overview of homeland security basic management con- bilities of criminal justice and private sector entities, and cepts, issues contributing to terroristic acts and critical the use of intelligence processes to support homeland analysis of terrorist activities. security investigations, planning, and intelligence applica- Course Type(s): none tions to support strategic decision making. Course Type(s): none CJ 615 Cr. 3.0 Terrorism: Crisis and Trauma CJ 635 Cr. 3.0 Explore the psychological impact of terrorism, including Weapons of Mass Destruction psychiatric disorders, physiological changes, and Focus on the practical and theoretical aspects of prepar- social/family disruption. Strategies and techniques for iden- ing for, and dealing with, incidents involving weapons of tifying trauma and skill for intervention will be discussed. mass destruction. Discussion on the various devices and Course Type(s): none the means of delivering damage. Analysis of the intelligence approaches to reduce such an event. CJ 620 Cr. 3.0 Course Type(s): none Terrorism: Causes and Consequences- The Unconventional Threat CJ 640 Cr. 3.0 Provides students with an in-depth examination of the Multidisciplinary Approach to Homeland Security unconventional threat of terrorism and its impact on the Acquaints students with the concepts and practices Homeland Security enterprise by exploring the overall phe- among the various disciplines within the homeland securi- nomena of terrorism as well as the complex motivations, ty domain that provide the architecture for the nation’s ideologies, goals and tactics of various domestic and inter- preparedness strategy. Provides an understanding of how national groups. Cultural, religious and economic influ- the law, constitution and interaction between the various ences on terrorism, and media impact, will be considered. disciplines of homeland security and defense, in theory Students will analyze these groups in light of historical, and practice affect the development and execution of contemporary and potential future acts of terrorism in order homeland security operations, strategies, and policies in to understand the causes, consequences, and impact ter- general. Explores the collaborative efforts of multiple dis- rorism has on our society. Balances out topical issues relat- ciplines drawn from all levels of the public and private ed to state terrorism, political terrorism, religious and apoc- sectors, how they integrate with one another, and how alyptic violence, the media and terrorism, weapons of mass they collectively factor into the prevention of, response to, destruction, terrorist tactics and targeting, and the opera- and recovery from major events. Conversely, it will tional and organizational dynamics of terrorism. enhance the students understanding of the various disci- Course Type(s): none plines associated with homeland security including law enforcement, fire services, emergency management, infrastructure custodians, the military, public health, and CJ 625 Cr. 3.0 government administrators. Terroristic Crime Scene Investigation Course Type(s): none Utilizing modern investigative technology in terroristic crime scenes; specialized evidence collection; role of crime scene manager. CJ 650 Cr. 3.0 Course Type(s): none Cyber Terrorism Explores how new technology throughout the world has contributed to terroristic crimes and how information and

Monmouth University A25 Appendix A: Course Descriptions

communication technology (ICT) has become a tool, a tar- ED 524 Cr. 3.0 get, and a place of criminal activity threatening national Research in Teaching Practice security. Topics of study include: the information environ- Research in education related to contemporary teaching ment as crime scene, computer use in crimes, political ter- practice will be emphasized. Introduction to qualitative rorism, hacking, unauthorized access, and identity theft. and quantitative approaches from different theoretical per- Course Type(s): none spectives is presented. Content will include: literature reviews, analysis and implication of existing research, CJ 691 Cr. 3.0 classroom observation skills, and the role of the teacher Criminal Justice Thesis I as reflective practitioner. For Education majors only. Independent investigation of special topics reflecting the Course Type(s): MAT research interests of the sponsoring professor. Prerequisites: Criminal Justice 502, 525, 530, and 542. ED 528 Cr. 3.0 Corequisite: Criminal Justice 535. Middle Level Learning and Teaching Course Type(s): none The candidate will examine aspects of middle-level schooling that are responsive to the nature and needs of CJ 692 Cr. 3.0 adolescents. The candidate will apply knowledge of ado- Criminal Justice Thesis II lescents’ cognitive and affective development to design Independent investigation of special topics reflecting the learning environments and to structure and implement research interests of the sponsoring professor. learning experiences that effectively promote academic Prerequisite: Criminal Justice 691. achievement and personal growth for all middle-grade Course Type(s): none students. Fieldwork is required. Prerequisites: Education 510 and 550. CJ CPE Cr. 0.0 Course Type(s): none Comprehensive Exam Criminal Justice Comprehensive Exam ED 529 Cr. 3.0 Course Type(s): none Content Literacy Focuses on theory, methods, strategies, and materials for EDUCATION – CURRICULUM AND teaching literacy in all content areas, with an emphasis at INSTRUCTION the secondary level of education. The use of literature in all content areas will be explored, leading to a better understanding of the interdisciplinary approach to learning ED 507 Cr. 3.0 at the secondary level. Fieldwork hours are required. Issues and Problems in Education Course Type(s): none Major issues and problems affecting education are presented with historical perspectives for understanding the ED 533 Cr. 3.0 context in which these concerns arose. Contemporary Issues in Science Education Course Type(s): none Examines current topics of special interest in science content and curriculum to a variety of students. Can be ED 510 Cr. 3.0 designed individually, based on strengths of students and Foundations of Education their interest in personal professional development in an An introduction to education in the United States. area of concentration in science curriculum. Valuable for Principles and practice for instructional delivery are pre- practicing teachers at the elementary, middle, or high sented. The history of education and philosophical, politi- school level and/or those who wish to learn more about cal, psychological, and social perspectives related to edu- science teaching and content. cational practice are explored. Contemporary issues and Course Type(s): none controversies in American education are highlighted. Fieldwork hours required for Education majors. ED 537 Cr. 3.0 Course Type(s): none Science and Society in the Twenty-First Century Examines the developments in science knowledge and their impact on society over the last century and predicts

A26 Monmouth University Appendix A: Course Descriptions

changes that might occur in the twenty-first century. We students of diverse backgrounds and abilities can con- are the only species on earth that has the power to struct a conceptual as well as a procedural understanding change our environment and the ability to comprehend of mathematics. Fieldwork is required. the universe. Students will explore major scientific Prerequisites: Education 510, 550 and 552. advances over the past 100 years and the resulting prob- Course Type(s): none lems that these advances have wrought. Valuable for practicing teachers at the elementary, middle, or high ED 560 Cr. 3.0 school level and/or those who wish to learn more about Methods of Teaching in Secondary Education the history and sociology of science. A general methods course designed for candidates who Course Type(s): none are preparing to teach in subject-specific classrooms in high school environments. Provides an integrated per- ED 550 Cr. 3.0 spective of general teaching methods from grade 9 Teaching Diverse Populations through grade 12. Fieldwork is required. Addresses two issues in today’s field of education: ESL Prerequisites: Education 510, 550, and 552; and permis- students in mainstream classrooms and students with spe- sion of the MAT program director. cial needs in inclusion classrooms. The relevant topics will Course Type(s): none be explored from a multicultural perspective to provide teacher candidates with a theoretical foundation, an under- ED 562 Cr. 3.0 standing of their legal responsibility, and an opportunity to Methods of Teaching Science at the Elementary design instruction addressing various needs of diverse stu- Level dents in an inclusive setting. Fieldwork is required. Provides an integrated perspective of teaching science at Prerequisite: Education 510. the elementary level. This perspective will allow future Course Type(s): MAT elementary teachers to understand how foundational science concepts should be taught. It will allow future ele- ED 552 Cr. 3.0 mentary teachers to appreciate the developmental needs Child and Adolescent Development of early learners and the corresponding pedagogy uti- Psychological, sociological and physiological develop- lized. Predominantly hands-on, interrelated to the national ment related to academic functioning of children and ado- and New Jersey Science Core Curriculum Content lescents. Learning theories studied are related to current Standards, providing useable materials adapted to each educational concerns in this age group. For Education student’s needs. Fieldwork is required. majors only. Prerequisites: Education 510, 550, and 552. Course Type(s): none Course Type(s): none

ED 554 Cr. 3.0 ED 563 Cr. 3.0 Supplemental Instruction in Reading and Assessment and Treatment of Literacy Problems Mathematics Focus is on authentic assessment and corrective teaching Focus on supplemental instruction for reading and mathe- strategies to address literacy problems from a develop- matics in educational settings from grades 6-8 but draws mental perspective. Techniques and methods for at-risk heavily on assessment and analysis of student errors learners will be emphasized. Strategies that guide stu- from Pre-K to 5 as well. Extensive opportunities for diag- dents to self-monitor their literacy acquisition will be nosis and planning for remedial intervention in reading addressed. and mathematics will be provided. Prerequisite: Educational Leadership 503. Prerequisites: Education 556 and Educational Leadership Course Type(s): none 575. Course Type(s): MAT ED 564 Cr. 3.0 Preparing for School Mathematics: Secondary ED 556 Cr. 3.0 Provides secondary-mathematics teacher candidates with Teaching Elementary Mathematics knowledge for teaching secondary mathematics. Provides elementary teacher candidates with a modern Candidates will learn to create a math classroom where vision of elementary mathematics and beyond. students of diverse backgrounds and abilities can con- Candidates will learn to create a math classroom where struct a conceptual, as well as a procedural, understand-

Monmouth University A27 Appendix A: Course Descriptions

ing of mathematics. Fieldwork is required. ED 576 Cr. 3.0 Prerequisites: Education 510, 550, and 552. Teaching Social Studies at the Elementary Level Course Type(s): none Introduces the P-8 teacher certification candidates to the social studies curriculum and methods. Emphasizes ED 565 Cr. 3.0 national and state standards for social studies education Methods of Teaching Mathematics for Secondary cross-curriculum integration, particularly world languages School Part II and culture, personal and social problem solving, and sit- Extends the study of secondary methodology begun in uated cognition in social studies education learning. ED 564. The intent is to deepen the understanding of Fieldwork is required. future secondary-school teachers in the complexities of Prerequisites: Education 510, 550, and 552. the secondary-mathematics curriculum and build their Course Type(s): none competencies at the level of instructional implementation. Instructional methodologies studied will be more broadly ED 578 Cr. 3.0 applied to more advanced mathematical concepts. Methods of Teaching English at the Secondary Fieldwork is required. Level Prerequisite: Education 560 or 564. Prepares candidates to teach English/language arts at the Course Type(s): none secondary level (grades 7-12) by providing the essential knowledge, skills, and strategies grounded in research ED 566 Cr. 3.0 and related to effective classroom instruction. Methods of Teaching Science at the Secondary Emphasizes the use of literature and the integration of the Level I components of literacy, namely reading, listening, speak- Provides the candidates with an understanding of the ing, and viewing. The New Jersey Core Curriculum concepts and relationships of science to support student Standards will be an integral part of the course. Fieldwork learning. The teaching strategies and techniques are is required. based on research and emphasize the need to provide Prerequisites: Education 510, 550, and 552. equal opportunities for all learners. Focuses on teaching Course Type(s): none science through inquiry as defined by state and national standards for science education. Fieldwork is required. ED 579 Cr. 3.0 Prerequisites: Education 510, 550, and 552. Teaching Social Studies and Cultural Education at Course Type(s): none the Secondary Level Introduces the middle- and secondary-level teacher certi- ED 567 Cr. 3.0 fication candidate to social studies curriculum and meth- Methods of Teaching Science at the Secondary ods. Emphasizes national and state standards for social Level II education curriculum across the social science disci- Science methods for initial M.A.T. students at the second- plines. Fieldwork is required. ary level. Provides active learning of science concepts Prerequisites: Education 510, 550, and 552. through various inquiry activities. Following the learning Course Type(s): none theories that have produced both the National Science Education Standards and the New Jersey Core ED 580 Cr. 3.0 Curriculum Content Standards for science, this course will Secondary Social Studies Education Part II utilize projects, cases, and problems in real-world settings Expands and further develops competencies covered in using a diversity of instructional methods and strategies Part I. Instructional methodologies focusing on a con- to provide each student with the opportunity to learn how structivist, student-centered approach will be explored. to teach inquiry and problem-solving across the sciences. Targets strategies for future secondary teachers to meet Designed for those with a strong background in science. the New Jersey Core Curriculum Content Standards for Fieldwork is required. Social Studies to include: infusing Economics and Prerequisite: Education 560 or 566. Geography into the curriculum, developing greater tech- Course Type(s): none nology coalescence, extending cross-curriculum lesson plans, embracing a pluralistic approach, and expanding

A28 Monmouth University Appendix A: Course Descriptions

multicultural themes. Curse design will foster the develop- and in the integration of the English Language Arts. The ment of effective inquiry-based curriculum activities mak- NCTE/IRA English Language Arts Standards and the New ing effective use of community-based resources. Jersey Core Curriculum Standards for Language Fieldwork is required. Arts/Literacy will be applied throughout the course. Prerequisite: Education 560 or 579. Fieldwork is required. Course Type(s): none Prerequisite: Education 560 or 578. Course Type(s): none ED 582 Cr. 3.0 World Language Education ED 586 Cr. 3.0 Issues and practices in world language education. Bilingual Education: Theories and Practices Fieldwork is required. Emphasizing on teaching content in bilingual/bicultural Prerequisites: Education 529, 550, and Foreign Language education, an understanding of bilingual development and 599. available dual language program models for language Course Type(s): none and literacy development. How bilingual/bicultural programs based on community needs can be developed, ED 583 Cr. 3.0 implemented, and assessed will be explored with the Theories and Practice of ESL Instruction Part I embedded theories and research studies in With an emphasis on teaching English through content, bilingual/bicultural education carefully examined. Part I of this two-semester course introduces the history Fieldwork is required. of ESL teaching and critically explores exemplary curricu- Prerequisite: Education 583. lum designs and methods of teaching ESL. A wide range Course Type(s): none of ESL instructional strategies will be introduced and practiced. Both instructional design and implementation ED 587 Cr. 3.0 will be the focus for practice with the embedded language Integrated Methods in K-12 Education acquisition/learning theories and research studies careful- In-depth understanding and application of curriculum and ly examined. Fieldwork is required. instruction in K-12 education. Fieldwork is required. Prerequisites: Education 529, 550, and English 563. Prerequisites: Education 510, 550, and 552 and a mini- Course Type(s): MAT mum GPA of 3.00. Course Type(s): none ED 584 Cr. 3.0 Theories and Practice of ESL Instruction Part II ED 593 Cr. 9.0 A continuation of Part I, examines public issues pertinent Student Teaching to ESL education with an emphasis on making connec- Student teaching for teacher candidates provides experi- tions between theories or research findings and class- ences with regular and special education students. Under room practice. While more approaches to ESL instruction college supervision and working with a cooperative will be introduced, a wide range of ESL instructional teacher, student teacher candidates assume full responsi- materials, services, and assessment measures will be bility for lesson planning and teaching. introduced and explored. Fieldwork is required. Prerequisites: Passing score on the appropriate Praxis Prerequisite: Education 583. test(s) prior to registration and completion of all coursework. Course Type(s): none Permission of the MAT Director is required to register. Course Type(s): none ED 585 Cr. 3.0 Methods of Teaching English at the Secondary ED 594 Cr. 9.0 Level Part II Supervised Student Teaching A continuation of Part I. Expands teacher candidates’ Student teaching for teacher candidates provides experi- understanding of the intricacies of curriculum design and ences with regular and special education students. Under planning and builds their teaching competencies in college supervision and working with a cooperative English/Language teacher, student teacher candidates assume full responsi- Arts at the secondary level (grades 7-12). Teacher candi- bility for lesson planning and teaching. dates will have increased opportunities to apply theory Prerequisites: Passing score on the appropriate Praxis and refine practice in the use of print and nonprint texts test(s) prior to registration and completion of all coursework.

Monmouth University A29 Appendix A: Course Descriptions

Permission of the MAT Director is required to register. istic school settings. The nature of the school as a social Course Type(s): none system. Course Type(s): MAT ED 596 Cr. 3.0 Methods of Teaching Health K-12 ED 608 Cr. 3.0 Focuses on the planning, development, and teaching of Curriculum in the Classroom health education in K-12 school settings. Emphasis will Today’s practitioners must strike a balance between state be placed on using recent data and contextual informa- and national curriculum standards and the needs and tion to design instruction that focuses on the importance expectations of their own classroom. Candidates will of exercise, family and community, school and work envi- examine various facets of curriculum specific to their pro- ronments, and diet to promoting and maintaining good fessional environment. health throughout life for students with diverse needs and Course Type(s): none from diverse backgrounds. Fieldwork is required. Prerequisites: Education 510, 550, and 552. ED 610 Cr. 3.0 Course Type(s): none Education in a Democratic Society Critical examination of ideas, purposes, and aims of ED 597 Cr. 3.0 schooling in historical and cultural contexts; explores ethi- Methods of Teaching Physical Education K-12 cal and research issues related to teaching and learning Designed to present current methods and techniques of in ways that enhance democratic practices. teaching physical education to students in grades K-12. Course Type(s): none Particular attention will be on new techniques for adjust- ing tasks for a wide variety of children’s interests, abilities, ED 616 Cr. 3.0 and learning styles, and ensuring safe use of equipment Fundamentals of Curriculum Studies in physical education. As well, lifetime sports and activi- The emergence of the field from the early twentieth centu- ties for students with diverse needs and from diverse ry. Surveys the foundations of the field of curriculum stud- backgrounds will be highlighted. Fieldwork is required. ies at large, examines the standardization movement of Prerequisites: Education 510, 550, and 552. the institutional curriculum and culminates in a critical Course Type(s): none examination of NCLB. Candidates will consider the importance of study tied to socially responsive curricular design. ED 598 Cr. 3.0 Course Type(s): none Special Topics in Education The subject matter varies with the interest of the students ED 618 Cr. 3.0 and the professor teaching the course. The exact nature Survey of Curricular Paradigms of the topic covered in any given semester is indicated in Provides an examination of the field of Curriculum Studies the student’s transcript. Permission of the program direc- through the lens of key paradigms and perspectives. tor is required. Course Type(s): none Course Type(s): none ED 620 Cr. 3.0 ED 599 Cr. 1.0 - 3.0 Philosophy and Curriculum Independent Study in Education Serves to extend the examination of the evolution and Independent research in education in an area not sub- current conditions of the field of curriculum studies initiat- stantially treated in a regular course offering, under the ed in fundamentals of curriculum studies. Introduces the supervision of an Education faculty member; written eval- work of core philosophies that inform contemporary cur- uation of the research is required. For students with supe- riculum work and encourage participants’ analysis of vari- rior ability. ous influential voices in the field. Primary goals are to Course Type(s): MAT engage in critical discussions about the work of various philosophers who have influenced the field of curriculum ED 606 Cr. 3.0 studies and conceptualize connections between those Diversity in Education works and our daily practice in the field. Dealing with cultural differences in multi-ethnic and plural- Course Type(s): none

A30 Monmouth University Appendix A: Course Descriptions

ED 624 Cr. 3.0 this two-semester course will introduce the history of ESL Research in Teaching Practice teaching and critically explore exemplary curriculum Research in education related to contemporary teaching designs and methods of teaching ESL. A wide range of practice will be emphasized. Introduction to qualitative ESL instructional strategies and assessment measures and quantitative approaches from different theoretical per- will be introduced and practiced. Both instructional design spectives is presented. Content will include literature and implementation will be the focus for practice with the reviews, analysis and implication of existing research, embedded language acquisition/learning theories and classroom observation skills and the role of the teacher research studies carefully examined. as reflective practitioner. Course Type(s): none Course Type(s): none ED 658 Cr. 3.0 ED 626 Cr. 3.0 Advanced Curriculum Studies Assessment Practice Now and When A comprehensive study of the theory and practice of Theory and practice of educational testing, development designing, evaluating, and implementing valid and effec- of and use of tests and alternative forms of assessment, tive P-12 curricula. analysis and interpretation of assessment results to moni- Course Type(s): none tor student progress, inform instruction, evaluate student achievement, and evaluate programs. Emphasis is placed ED 670 Cr. 3.0 on alternative and authentic forms of assessment that Qualitative Research: Principles and Practices complement and support the standardized testing system. An introduction to the methods of qualitative research. A Through examination of techniques and strategies that reading-based discussion/seminar focusing on method- characterize quality assessment, students will develop a ological issues and an exploration of the variety of meth- philosophy of assessment supportive of classroom evalu- ods used in executing qualitative studies. Offers students ation and understanding that fosters student growth and a theoretical foundation for this form of inquiry and an learning. opportunity to engage in research. Applicable to a variety Course Type(s): none of social inquiry disciplines. Course Type(s): none ED 630 Cr. 3.0 Research in Curriculum Studies ED 680 Cr. 3.0 The possession of effective research skills is an integral Advanced Professional Development Seminar for and necessary proficiency for success in the field of Teachers Curriculum Studies. Candidates will engage in the explo- This capstone seminar will support candidates for the ration of both qualitative and quantitative research method- degree in producing electronic portfolios, teacher research ologies. They will then design an investigation, apply for plans for teaching improvement, presentation of research, Institutional Research Board approval, and conduct a study and self-reflection for future professional growth. relevant to their professional milieu and the field. Course Type(s): none Prerequisite: Education 624. Course Type(s): none ED 698 Cr. 3.0 Special Topics in Curriculum and Instruction ED 632 Cr. 3.0 The subject matter varies with the interest of the candi- Classroom Technologies and Educational Media dates and the professor teaching the course. The exact Emphasis on commercially available computer software; nature of the topic covered in any given semester is indi- analysis and evaluation of software design and documenta- cated on the candidate’s transcript. The course curriculum tion. Continuation of children’s programming languages will include a variety of readings, as well as a research- and word processing. Access to a microcomputer provided. based summative course assessment. Course Type(s): none Prerequisite: Permission of the program director. Course Type(s): none ED 645 Cr. 6.0 Theories and Practice of ESL Instruction With an emphasis on teaching English through content,

Monmouth University A31 Appendix A: Course Descriptions

ED 699 Cr. 3.0 EDC 510 Cr. 3.0 Independent Study in Education Human Growth and Development Independent research in education in an area not sub- A study of principles and concepts of cognitive, personali- stantially treated in a regular course offering, under the ty, and social development from conception through supervision of an Education faculty member; written eval- death. An overview of empirical research and theoretical uation of the research is required. For students with supe- frameworks used in the study of life-span human develop- rior ability. ment with a special emphasis on school-age and young Prerequisites: Prior permission of the directing professor adult populations. Uses both lecture and seminar formats. and department chair. Application must be filed before Students should be able to discuss the major theoretical registration. questions involved in the study of life span development, Course Type(s): none as well as be able to discuss current findings in the areas of social, cognitive, personality, and moral development EDUCATION – EDUCATIONAL COUNSELING and the implications for student success in school and throughout the life span. EDC 500 Cr. 3.0 Course Type(s): none Introduction to Professional Counseling Designed as an introduction to the counseling profession EDC 515 Cr. 3.0 with an emphasis on school counseling and student Risk and Resiliency in Children and Adolescents affairs. Traces the history of the school counseling profes- Examines the developmental trajectory for at-risk children sion, exposes the student to theoretical positions and and adolescents and factors that promote resilience. approaches of counselors, orients the student to an initial Thoroughly examines the etiology of alcohol and drug understanding of legal and ethical obligations, prepares abuse. Factors that contribute to school failure and suc- the student for school counseling, student affairs and the cess will also be addressed. Candidates will be able to culture of schools and university, differentiates school identify risk (e.g. poverty, disabilities, child maltreatment, counseling and student affairs from other counseling spe- etc.) and protective factors and identify interventions that cialties and other school professionals, and provides the promote positive developmental outcomes. basis for continued studies in the counseling program. Course Type(s): none Course Type(s): none EDC 520 Cr. 3.0 EDC 501 Cr. 3.0 The Group Experience Student Affairs and College Counseling Designed to encompass the experience of participating in A comprehensive study of the theory and practice of stu- a counseling group. It will simulate the group experience dent affairs and college counseling with an emphasis on over the course of one academic semester. Topics that preparing students to work in professional positions in will be addressed during the course of the semester will higher education for the purpose of demonstrating the include ethnic identity development, self-awareness, as knowledge, skills and practices necessary to promote the well as other counselor issues. Designed to understand development of postsecondary students. what it is like to be a member of a counseling group. A Course Type(s): none pass/fail course, solely based on attendance, participation, and disposition. EDC 505 Cr. 3.0 Prerequisite: Educational Counseling 535. Course Type(s): none Counseling and Ethical Practice An intensive introduction to counseling skills and ethical principles within the school/university environment. Skills EDC 525 Cr. 3.0 in counseling responses, feedback, goal setting, termina- Assessment for Counseling tion and follow-up are practiced in a clinical setting. Covers the theories and practice of selection, administra- Integration of ethical and legal procedures into school tion, and interpretation of various instruments used in counseling/student affairs practice with children, families, school and university settings to measure achievement, and young adults is emphasized. A combination of theory intelligence, aptitude, and ability with an overview of the and practice through role-play, videotape practice, and ethical and legal use of these instruments. Statistics nec- supervisory feedback. essary to understand test data will be examined as well Course Type(s): none as strategies necessary to communicate test results to

A32 Monmouth University Appendix A: Course Descriptions

clients, parents, adults, and school personnel. Part theory EDC 545 Cr. 3.0 and part skill laboratory where students will practice the Career Development and Counseling administration of various educational instruments. Designed to explore career counseling, development the- Course Type(s): none ory, and practices with consideration for life roles, diversity issues, and nontraditional careers within the context of EDC 530 Cr. 3.0 a school and university settings. Theories, models, tech- Counseling Theory and Practice niques, and resources including consultation relevant to Explores the major counseling theories and related tech- decision making, assessment, career planning, and niques with emphasis on translating counseling theory into placement are addressed with attention to computer- effective practice with children, adolescents, adults, and based applications and Internet resources. families in schools and universities. Special attention is Prerequisites: Educational Counseling 500, 505, and 530. given to experiential analysis and the demonstration of Course Type(s): none effective school counseling skills using the various theoretical modalities. Part theory and part counseling skills labo- EDC 550 Cr. 3.0 ratory with intensive role play, discussion and feedback. Counseling At-Risk Children and Families Prerequisite: Educational Counseling 500. Counseling, intervention, and referral techniques for at-risk Course Type(s): none children, adolescents and their families with intensive practice in family counseling and crisis intervention skills. EDC 535 Cr. 3.0 Family theory and applications for practical skills in the Diversity and Social Justice school environment are emphasized through various expe- Experiential and clinical opportunities to become multicul- riential learning activities. The school counselor’s role as turally competent school/university counselors as well as an advocate and direct service provider for students and to understand students and their families within their their families with multiple risk factors is emphasized. unique cultural, historical, and ethnic contexts. Emphasis Prerequisites: Educational Counseling 500, 505, and 530. is placed on individual, group and systemic counseling Course Type(s): none models and interventions to promote multicultural sensitivity, diversity, equity, and access for all students. EDC 555 Cr. 3.0 Extensive personal development experiences, role play, School Counseling Program Planning and and Triad Model practice are provided. Consultation Prerequisites: Educational Counseling 500, 505, and 530. A comprehensive data-driven overview of the theory and Course Type(s): none practice for designing, implementing, and evaluating a comprehensive school counseling program P-12. EDC 540 Cr. 3.0 Consultation within a school setting will be emphasized in Group Counseling this course. Multidimensional approaches will be studied, Designed to provide an overview of the basic process, including school-based consultation, case consultation, dynamics, theoretical components, and developmental systems consultation, and consultation with a school aspects of group counseling. It encompasses an increase counseling program. Empirical research will be utilized in in counselor skills, group leadership and facilitation. conjunction with school counseling programs based on Emphasis is placed on understanding the diversity of stu- national standards. dents and their families. Combines the use of lectures, Prerequisites: Educational Counseling 500, 505, and 530. discussion, experiential exercises, readings, and journal- Course Type(s): none ing to advance students’ knowledge and skills in group counseling. Emphasis on working with diverse groups is EDC 560 Cr. 3.0 also integrated into the course. Students will explore Consultation Procedures for Counseling group leader and member roles through participation in Explores foundational concepts, theories, and models various group situations. fundamental to school-based practices. Multidimensional Prerequisites: Educational Counseling 500, 505, and 530. approaches will be studied, including school-based con- Course Type(s): none sultation, case consultation, systems consultation, and consultation with a school counseling program. Consultation procedures are emphasized as a central part of the school counselor competencies in a multicultural

Monmouth University A33 Appendix A: Course Descriptions

environment. Includes consultation case conceptualiza- EDC 580 Cr. 3.0 tion, role play, clinical demonstrations, reflections, and Behavioral Issues in Counseling course projects. Designed to explore the contemporary behavioral issues Prerequisites: Educational Counseling 500, 505, and 530. that affect pre-school through university level students and Course Type(s): none their families. Emphasis will be placed on a comprehensive understanding of commonly encountered behavioral EDC 565 Cr. 3.0 issues such as ADD/ADHD, Persuasive Development Supervision of Counselors Disorders, and Mood Disorders. Students will learn the Explore current foundational concepts, theories, and mod- process of identification, assessment, intervention, and fol- els fundamental to the administration of supervision of low-up of working with students with such issues. school counselors, and student service professionals Course Type(s): none within an educational environment. Multidimensional approaches to clinical supervision will be addressed using EDC 598 Cr. 3.0 supervision models, including practical experience for Special Topics in Educational Counseling counseling professionals who have responsibility directing The subject matter varies with the interest of the students the personal and professional development of school and the professor. The exact nature of the topic covered in counselors. Critical analysis of theories of counselor any given semester is indicated on the student’s transcript. supervision, techniques associated with theories, and Course Type(s): none assessment of supervision models will be examined. Also explores the benefits and shortcomings of individual ver- EDC 599 Cr. 3.0 sus group supervision, with particular focus on characteristics that make for a competent supervisor and effective Independent Study in Educational Counseling supervisory relationships. Further explores the role of Independent research in education in an area not sub- both supervisor and supervisee, ethical and legal consid- stantially treated in a regular course offering; under the erations, evaluative criteria, cultural and gender issues, supervision of a counseling faculty member; written evalu- research and social justice. ation of the research is required. For students with superi- Course Type(s): none or ability. Prerequisites: Prior permission of the directing professor and department chair. Application must be filed before EDC 570 Cr. 3.0 registration. Alcohol and Drug Abuse Programs and Services Course Type(s): none A comprehensive study of alcohol and drug programs and services in the school and community including research- EDC 600 Cr. 3.0 based prevention and intervention programs, chemical health curricula, policy, and staff development. Emphasis Practicum in Counseling on the role of the substance awareness coordinator in An intensive supervised 100-hour, field-based experience organizing and coordinating intervention and referral serv- in the school or university, which provides an orientation ices and multidisciplinary intervention teams. to the school counselor’s role within a school counseling Course Type(s): none program or student affairs program. Provides supervised opportunities to practice individual and group counseling skills along with day-to-day tasks of the school coun- EDC 575 Cr. 3.0 selor/student affairs professional. Additionally, intensive Alcohol and Drug Assessment and Counseling individual and group supervision is provided through A comprehensive approach to assessment and treatment videotaped and/or audio taped sessions. planning with alcohol and drug-affected students, includ- Prerequisites: Educational Counseling 500, 505, 530, and ing the intake interview, clinical assessment, and adminis- completion of twelve credits. tration and interpretation of formal and informal instru- Course Type(s): none ments. Attention is given to the roles of the substance awareness coordinator and the counselor in assessment, EDC 601 Cr. 3.0 referral, and intervention. Course Type(s): none Internship in Counseling I An intensive internship, supervised 300-hour field based experience, which allows students who have completed

A34 Monmouth University Appendix A: Course Descriptions

the practicum to participate in a range of professional as well as gender differences and issues of power and con- experiences expected of a school counselor or student trol are topics included. Also listed as Social Work 605. affairs professional. Includes a requirement of document- Course Type(s): none ed supervised work as a student school counselor under the supervision of a practicing school counselor/student EDC 610 Cr. 3.0 affairs professional and intensive individual and group SAC Internship supervision in the university seminar through videotaped A supervised three-credit, 300 hour, field based, super- and/or audio taped sessions. vised experience in the school, which allows students to Prerequisites: Educational Counseling 500, 505, 525, intern as a student assistance coordinator. This is the cul- 530, 540, and 600, and completion of twenty four credits. minating activity of the student assistance coordinator Corequisite: EDC Comprehensive Exam. program in which students will apply what they have Course Type(s): none learned in a school setting. Prerequisites: Fifteen credits and permission of the EDC 602 Cr. 3.0 instructor. Internship in Counseling II Course Type(s): none An intensive, supervised 300-hour-field-based experience, which allows students who have completed the EDC CPE Cr. 0.0 practicum to participate in a range of professional experi- Counseling Preparatory Comprehensive ences expected of a school counselor or student affairs Examination professional. Includes a requirement of documented A comprehensive examination to demonstrate the knowl- supervised work as a student school counselor under the edge of counseling in terms of CACREP professional supervision of a practicing school counselor/student standards of 1)Human Growth and Development, 2)Social affairs professional and intensive individual and group and Cultural Foundations, 3)Helping Relationship, supervision in the university seminar through videotaped 4)Group Work, 5)Career and Lifestyle Development, 6) and/or audio taped sessions. Appraisal, 7) Research and Program Evaluation, and Prerequisite: Educational Counseling 601. 8)Professional Orientation and Ethics. Must be taken dur- Course Type(s): none ing Internship 1 and 2. Course Type(s): none EDC 604 Cr. 3.0 Clinical Practice in Addiction EDUCATION – EDUCATIONAL LEADERSHIP Evaluates the clinical implications of substance use and abuse at three levels of social work practice. On the EDL 502 Cr. 3.0 micro level, clinical implications including symptomatol- ogy, etiology, and physiology of substance use will be Development and Learning in Early Childhood addressed. Assessment and treatment theory and tech- Studies designed to foster understanding of the dynamic niques will be explored, implemented and evaluated. On continuum of development and learning in children from a mezzo level, the effects of the extended family and sys- birth through age eight. Typical and atypical development temic community of those who use substances are of young children is addressed through a multicultural addressed. Strategies for meeting those needs will be perspective. Developmental factors that impact learning in researched and evaluated. Lastly, on the Macro level, preschool and the primary grades are emphasized. existing resources available and active policy regarding Approaches to learning grounded in developmental theory substance abuse will be critically studied, and potential are presented with an emphasis on developmentally proposed changes will be discussed. Also listed as Social appropriate practice. Work 604. Course Type(s): none Course Type(s): none EDL 503 Cr. 3.0 EDC 605 Cr. 3.0 Literacy Instruction Clinical Practice with Families and Children Content focuses on principles, methods, and materials Understanding of family practice theory and intervention applicable to teaching, reading, and writing to the begin- with a focus on core subsystems and operations of the fam- ning and skilled reader. Topics will include current ily. Different family types, ethnic backgrounds and cultures approaches for developing literacy within a diverse popula-

Monmouth University A35 Appendix A: Course Descriptions

tion of learners. Comprehension, content, and vocabulary EDL 508 Cr. 3.0 strategies are presented. The writing process and writer’s Introduction to Language Development workshop are explored. Prepares students for participation Addresses the major issues involved in first-language in school-based experience. Fieldwork is required. acquisition, including the child’s production and percep- Course Type(s): none tion of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of EDL 504 Cr. 3.0 structured word combinations (syntax), and the ability to Introduction to Educational Leadership and use language to communicate (pragmatics). Supervision for Student Learning P-12 Course Type(s): none An introduction to the conceptual, theoretical, and practical foundations of educational administration and supervi- EDL 509 Cr. 3.0 sion. Examines the knowledge and research base of Introduction to Speech and Hearing Science learning theory and the role of administrators and supervi- An introduction to the study, analysis, and measurement sors as instructional leaders in transferring theory into of components and processes involved in production and best practices to enhance student learning and sustain reception of sound. It is a Linguistics Studies course. professional learning communities. Course Type(s): none Course Type(s): none EDL 510 Cr. 3.0 EDL 505 Cr. 3.0 Introduction to Phonetics Anatomy and Physiology of Speech and Hearing Introduces articulatory and acoustic phonetics, with an Designed to present specialized knowledge relevant to the emphasis on the production and perception of sounds of understanding of speech communication. Through text, the world’s languages. The lectures will concentrate on lecture, and a variety of multi-media sources, students will some of the general principles involved in speech produc- be introduced to the anatomical structures and physiologi- tion and how to articulate and transcribe the sounds in cal mechanisms essential for speech production. the IPA (International Phonetic Alphabet) chart. In section Specifically, the anatomy and physiology of respiration, meetings, you will have practical experience in producing phonation, articulation, and resonation will be covered in and transcribing a variety of sounds as well as in observ- depth. It will also contain an overview of the neuroanatomy ing acoustic data. and neurophysiology essential to human communication. Course Type(s): none Course Type(s): none EDL 515 Cr. 3.0 EDL 506 Cr. 3.0 Advanced Literacy Instruction Introduction to Human Neuroscience Focuses on pedagogy and theories that are applicable to Provides an initial exposure to neuroscience, the study of teaching literacy to beginning, struggling, and skilled how nervous systems control behavior. It begins with a readers. Topics include approaches for teaching literacy superficial discussion of some of the intrinsic properties of to a diverse population of learners in a literate environ- neurons, the cells that enable information to flow through ment and assisting and supporting colleagues and para- the nervous system, and then how they talk to each other. professionals. Word identification, vocabulary, compre- We then put neurons together and begin to discuss the hension, and content strategies will be presented. circuits underlying higher-order phenomena such as sen- Course Type(s): MAT sory perception, motor action, and cognition. Course Type(s): none EDL 516 Cr. 3.0 Literacy Strategies for All Learners I EDL 507 Cr. 3.0 Explores word identification and vocabulary research and Introduction to Communication Disorders instructional strategies for all learners including those A survey of problems in speech, language, and hearing, from culturally diverse backgrounds. Individual and group and their effects on communication. Serves as an intro- instructional techniques in the area of phonemic aware- duction to normal communicative processes and to disor- ness, phonics, word recognition, vocabulary, and fluency ders of communication. are explored in environments that promote collaboration Course Type(s): none and self-regulation. Instructional teaching strategies and

A36 Monmouth University Appendix A: Course Descriptions

techniques for coaching colleagues and paraprofessionals leagues and paraprofessionals is emphasized. are practiced in real settings. Prerequisite: Educational Leadership 515. Course Type(s): none Course Type(s): none

EDL 517 Cr. 3.0 EDL 526 Cr. 3.0 Literacy Strategies for All Learners II Strategies for Teaching Writing, K-12 Addresses comprehension research and instructional Provides an in-depth study of strategies for teaching vari- strategies for all learners including those from culturally ous types of writing to elementary and secondary students. diverse backgrounds. Individual and group comprehen- It involves assessing and instructing students who require sion strategies, metacognition, and student self-evaluation assistance with the development of written expressive lan- are explored and practiced in collaborative education set- guage under the direction of a university supervisor. tings. Instructional teaching strategies and techniques for Course Type(s): none coaching colleagues and paraprofessionals are practiced in real settings. EDL 527 Cr. 3.0 Course Type(s): none Literacy Trends and Issues Focuses on issues, problems, and trends in the field of lit- EDL 521 Cr. 3.0 eracy. The content includes the study of divergent view- Early Childhood Family, School and Community points and research regarding theories, instructional Collaboration in a Diverse Society strategies, assessment, classroom environment and pro- Focuses on the process of family assessment and inter- fessional development. vention, issues of family and professional collaboration Prerequisite: Educational Leadership 515. and diversity, and methods of promoting adult communica- Course Type(s): none tion and management strategies. It applies the knowledge of cultural and linguistic diversity and the significance of EDL 530 Cr. 3.0 socio-cultural and political contexts as they relate to the School Law and Policy family, culture and society. It identifies the members of A study of court decisions addressing the legal principles teams designed to support and optimize children’s health, affecting education, schools, and school professionals. growth, and development and the network of community Constitutional, statute, and administrative laws related to services to individuals, families and groups handicapped education are examined and analyzed through case stud- by social, environmental, health and related problems. ies and Socratic methods. Course Type(s): none Course Type(s): none

EDL 522 Cr. 3.0 EDL 531 Cr. 3.0 Early Literacy and Language Development Economics and School Business Leadership Focuses on the early literacy and language development Should be thought of as an applied economics course. It of regular and special education children, ages three will focus on the topics that are of the greatest interest through eight. The content includes the study of the theo- and importance to school business administrators. ries and acquisition of language, the interrelated nature of Applies topics in economic theory to administrative deci- reading and writing, the appropriate development and sion making. This course is concerned with the relation- assessment of early literacy, methods for engaging and ships between schools, consumers, and the economic motivating young learners, and the importance of family environment in which they operate. involvement. Course Type(s): none Course Type(s): none EDL 532 Cr. 3.0 EDL 525 Cr. 3.0 Human Resource Management and School Finance Multicultural Literature and Literacy Provides combined theory and practice of human Focuses on multicultural literature and how it is integrated resource management and public school finance in rela- into a classroom and/or school-wide literacy program. A tion to expenditures and resources, and state and federal wide array of multicultural literature and other genre for support of education in local school districts. children and young adults will be presented, studies and Course Type(s): none integrated into a Teacher Work Sample. Coaching col-

Monmouth University A37 Appendix A: Course Descriptions

EDL 533 Cr. 3.0 EDL 541 Cr. 3.0 Community Relations Administration in Higher Education Examines the theoretical and practical approaches for Provides theoretical and practical foundation of manage- establishing effective school/community relations and the ment and administration as applied to institutions of high- role of the educational leader in promoting the success of er education. Designed to give students the analytical and all students by collaborating with families and other com- behavioral skills necessary to manage on this level. munity members. Course Type(s): none Course Type(s): none EDL 551 Cr. 3.0 EDL 534 Cr. 3.0 The In’s and Out’s and Do’s and Don’ts of Principles of Accounting for School Business Embracing Technology Tools in the Classroom Administrators Focuses on the use of educational technology in class- Provides the candidate with a basic understanding of the room settings and the strategies, resources, planning, General Accepted Accounting Procedures (GAAP) used and assessment of an effective program. Addresses col- in the School Business Administrator’s office. The topics laboration with colleagues regarding the ethical bound- of tax levies, budgeting, purchasing, bidding, and referen- aries of excursions, ways to fit in technology that saves da will also be discussed. time and provides meaningful experiences to learners at Course Type(s): none all levels and curricular areas. Students will become familiar with relevant text materials and participate in an EDL 535 Cr. 3.0 exploration of resource options for utilizing technology for School Facilities Planning and Management various purposes during instructional planning and execu- Provides school district administrators the fundamental tion of plans. Materials, methods and strategies will be concepts of planning, designing and constructing new prepared and ready-to-utilize for authentic purposes, educational facilities and/or the rehabilitation, remodeling upon completion of this course. or modernization of existing facilities. Additionally, the Course Type(s): none course includes operation and maintenance programs. Course Type(s): none EDL 552 Cr. 3.0 Creative Technology: Utilizing Technology to Ignite EDL 536 Cr. 3.0 a Passion for Learning Curriculum Development and Design Through graphic design and the integration of digital pho- Examining models of curriculum development, candidates tography, Flip Video, software such as PowerPoint, the evaluate, design and develop effective curricula to sup- Print Shop, and multi-media projection devices, the port the instructional process and enhance student learn- opportunity to use technology for stimulating, engaging ing experiences. and motivating students will be explored. Enables stu- Course Type(s): none dents to explore and develop exciting learning experiences. Includes ways to utilize resources in routine les- EDL 537 Cr. 3.0 son planning and to make technology an exciting aspect of all lesson plans. Technology for School Leaders Course Type(s): none Focuses on the practical applications and the authentic use of technology to provide instructional and administrative support of the learning community. EDL 553 Cr. 3.0 Course Type(s): none Technology Integration: Methods for Successfully Meeting Diverse Learning Needs Within a EDL 539 Cr. 3.0 Classroom Instructional Theory and Leadership for Student Expands further upon the various forms of technology available for classroom use. Students will develop engag- Learning ing learning activities designed to meet the diverse learn- Examines the knowledge and research base of learning ing needs within a classroom. Opportunities will be pro- theory and the role of the instructional leader in transfer- vided to explore the various possibilities for modifications ring theory into best practices to enhance student learn- and adaptations made possible via specific technology ing and sustain professional learning communities. tools. Helps students maximize learning opportunities Course Type(s): none

A38 Monmouth University Appendix A: Course Descriptions

through the use of Podcasts, instant messaging, text-to- backgrounds. The content includes the theory and prac- speech capabilities, WebQuests, and more. tice of portfolio assessment and varied instructional Prerequisites: Educational Leadership 551 and 552. strategies as well as the integration of technology. Course Type(s): none Individual and group literacy and coaching strategies are explored and practiced in public school classrooms and a EDL 554 Cr. 3.0 clinical setting. A Proactive Approach to Technology Prerequisite: Educational Leadership 564. Implementation Across the Curriculum Course Type(s): none Focus is on helping students infuse teaching with meaningful technology across the curriculum. Students will have EDL 566 Cr. 3.0 the opportunity to create, share, demonstrate and show- Diagnosis and Remediation of Literacy Problems I, case a portfolio of resources, strategies, methods and var- Secondary ied options for technology integration through the creation Involves a field-based component, which focuses on of an authentic classroom technology plan. Through col- assessing and evaluating secondary students’ reading laboration, guidance practice then independent work, stu- and writing. Strategies to select appropriate standardized, dents will embrace all aspects of technology integration criterion-referenced and informal assessment measures and work step-by-step to create a ready-to-use plan. will be provided. Techniques for the analysis of literacy Prerequisites: Educational Leadership 551 and 552. difficulties and the formulation of remediation plans will be Course Type(s): none addressed. Course Type(s): none EDL 560 Cr. 4.0 Early Childhood Curriculum Assessment for EDL 569 Cr. 3.0 Inclusive Environments Public School Supervision and Communication Curriculum and assessment for early childhood programs Aspiring supervisors and principals will develop a greater serving children in preschool through age eight. understanding of the knowledge, interpersonal skills, and Multidimensional, ongoing, and performance-based technical processes necessary to provide developmental assessment strategies are addressed. Characteristics of supervision and professional growth experiences for staff developmentally appropriate curricula are explored. members. Development of learning environments that respect diver- Prerequisite: Educational Leadership 536 or 565. sity and create opportunities for active participation of all Course Type(s): none children are emphasized. Course Type(s): none EDL 572 Cr. 3.0 Current Topics in Educational Psychology EDL 564 Cr. 3.0 Several important contemporary theoretical, applied, and Assessment and Instruction in Literacy I methodological issues in various areas of educational Focuses on the principles of on-going assessment and psychology are selected by the instructor for inclusion in instruction of K-12 students’ reading and writing develop- the course. Seminar discussions focus on the critical ment. Strategies to select, use, and interpret appropriate evaluation of the recent literature in the areas selected. standardized, criterion- referenced and informal assess- Course Type(s): none ment measures will be provided. Techniques for analysis of students’ literacy strengths and weaknesses and tech- EDL 575 Cr. 3.0 niques for coaching colleagues and paraprofessionals will Methods of Teaching Language Arts and Content be addressed. Individual and group literacy strategies are Literacy at the Elementary Level explored and practiced in public school classrooms and a Provides candidates with the knowledge of language as a clinical setting. medium for teaching and learning. Candidates will be Course Type(s): none introduced to strategies that facilitate an integrated approach to language arts and content literacy instruction. EDL 565 Cr. 3.0 The use of literature in all content areas will be explored, Assessment and Instruction in Literacy II leading to a better understanding of the interdisciplinary Focuses on assessment and instructional literacy strate- approach to learning at the elementary level. Fieldwork is gies for assisting all learners, including those with diverse required.

Monmouth University A39 Appendix A: Course Descriptions

Prerequisites: Education 510, 550, 552 and Educational EDL 593 Cr. 3.0 Leadership 503. Administration and Supervision of Literacy Practices Course Type(s): none and Professional Development for School Leaders Focuses on the principles, methods, and materials applica- EDL 582 Cr. 3.0 ble to the administration, organization, and supervision of Practicum in Supervision and Curriculum P-12 literacy programs as well as the coaching of staff and col- Application of duties and responsibilities of the supervisor leagues. Students are involved in observation, supervision, and/or curriculum specialist to an in-school supervised and a long-term staff development program in schools. practicum project. Prerequisite: Educational Leadership 569. Prerequisite: Educational Leadership 569 or 565. Course Type(s): none Course Type(s): none EDL 598 Cr. 3.0 EDL 585 Cr. 3.0 Special Topics in Educational Leadership Practicum in Literacy The subject matter varies with the interest of the students Concentrates on the clinical assessment and instruction of and the professor teaching the course. The exact nature students who have difficulty with reading and writing. The of the topic covered in any given semester is indicated in practicum involves instructional sessions, observing col- the student’s transcript. leagues tutoring, and being observed during a seamless Prerequisite: Permission of the program director is required. assessment and instruction cycle. In addition, self-assess- Course Type(s): none ment is encouraged via the use of videotaped teaching sessions and in-depth, collaborative case discussions. EDL 599 Cr. 3.0 Prerequisites: Educational Leadership 515, 564, and 565. Independent Study in Education Course Type(s): none Independent research in education in an area not substantially treated in a regular course offering, under the EDL 588 Cr. 3.0 supervision of an Education faculty member; written eval- Practicum in School Leadership, Supervision and uation of the research is required. For students with supe- Curriculum P-12 I rior ability. Principles, problems, and techniques relative to the duties Prerequisites: Prior permission of the directing professor and responsibilities of the elementary and secondary and department chair. Application must be filed before school administrator will be discussed in conjunction with registration. the ELCC Standards including curriculum review and revi- Course Type(s): none sions. Practical application of these concepts through internship will be the primary focus of the course and the EDL 600 Cr. 3.0 course assessments. Current Issues in Speech- Language Pathology Prerequisite: Educational Leadership 569. Acquaints students with the fields of speech-language Course Type(s): none pathology and audiology. A wide range of communication processes will be discussed as well as some of the com- EDL 589 Cr. 3.0 munication disorders that can affect these processes. Practicum in School Leadership and Supervision Discussions will also be about what speech-language P-12 II pathologists (SLPs) and audiologists do in order to facili- Principles, problems, and techniques relative to the duties tate communication in individuals with communicative and responsibilities of the elementary and secondary impairments. school administrator will be discussed in conjunction with Course Type(s): none the ELCC Standards. Practical application of these concepts through internship will be the primary focus of the EDL 601 Cr. 3.0 course and the course assessments. The mentor is Research Methodology and Applications I expected to extend and involve the intern in more admin- Designed to provide the students with a basic understand- istrative experiences now that he or she has had one ing of the practical and theoretical applications of educa- semester of practicum. tional research methodology. Beginning with an examina- Prerequisite: Educational Leadership 588. tion of the role of research in education, students will be Course Type(s): none

A40 Monmouth University Appendix A: Course Descriptions

guided through the process of reviewing and analyzing the basic principles and practices in educational program information and data from a variety of sources, comparing evaluation as well as the process of using evaluations to and contrasting the different types of research designs, make decisions on the implementation of new programs understanding the role of descriptive and inferential statis- or on the continuation of existing programs. Research of tics, and the development of a research project. best practices, data-driven assessment that is unique to Course Type(s): none each student’s particular school, statistical analysis, combined with a comprehensive range of activities involved in EDL 602 Cr. 3.0 designing and implementing educational programs will be Research Methodology and Applications II the primary focus of the course. Presents students with This course is designed to extend students’ understand- the larger political, administrative, and financial issues ing of research methodological knowledge and tech- that occur in program evaluation. niques presented in Educational Leadership 601 Prerequisite: Educational Leadership 569. Research Methodology and Applications I. Beginning with Course Type(s): none an in-depth examination of the various types of quantitative and qualitative research designs in education, the EDL 610 Cr. 3.0 course will present students with inferential statistical pro- Neurological Basis of Communication cedures, experimental vs. non-experimental studies, and Presents the foundations of the neurosciences to speech, an analysis of results and their implications. Students will language, and hearing. Both normal and abnormal neuro- use the information garnered through this course, along logical systems in communication disorders are discussed with their completed research proposal, to gather, ana- as well as the basic science foundation of the neuro- lyze, and present their data and findings in the form of a sciences. research thesis. Course Type(s): none Prerequisite: Educational Leadership 601. Course Type(s): none EDL 615 Cr. 3.0 Medical Speech-Language Pathology EDL 603 Cr. 3.0 Addresses the methods used for assessment procedures Individual Research Study in speech and language pathology. The student will gain Techniques of educational research including: types of experience in testing, observation, decision making, and research, problem definition, variables and controls, data report writing. collection, data analysis and communication of results. Course Type(s): none Course Type(s): none EDL 620 Cr. 3.0 EDL 605 Cr. 3.0 Practicum in Executive Leadership Advanced Language Development Issues, principles, and responsibilities of the executive Focuses on the development of language in typical chil- leader at the district level are focused on. Using the dren, in preparation for working with children with lan- ELCC Standards as a guide, the practical applications of guage impairment. The following topics will be covered: contemporary principles of educational leadership through definition of language, communication, and other basic a 150 hour internship experience are explored. terms; theoretical views of how children develop language; Prerequisite: Educational Leadership 589. social, cognitive, biological, and cultural influences on lan- Course Type(s): none guage development; methods of studying and assessing speech and language development; methods of facilitating EDL 625 Cr. 3.0 language development; development of pragmatics, Diagnostic Methods in Communication Disorders semantics, and morphology; development of literacy. Prepares graduate students to evaluate clients referred Course Type(s): none for communication disorders and to employ information gained from assessment to inform clinical decision-mak- EDL 606 Cr. 3.0 ing and intervention. Research Based Program Evaluation and Decision Prerequisite: Educational Leadership 615. Making Course Type(s): none Examines key concepts, methods, and approaches in the field of evaluation research. Students will be exposed to

Monmouth University A41 Appendix A: Course Descriptions

EDL 630 Cr. 3.0 EDL 660 Cr. 3.0 Early Childhood Language Disorders Motor Speech Disorders Addresses the nature, etiology, and clinical management Addresses the nature, etiology, and clinical management of language disorders in preschool children from birth of motor speech disorders, with primary emphasis on through age five years. apraxia and the dysarthrias. Course Type(s): none Course Type(s): none

EDL 635 Cr. 3.0 EDL 665 Cr. 3.0 School Age Child Language Disorders Neuromotor Disorders Addresses etiologies, characteristics, assessment, and Emphasis is on diagnosing and treating the various types intervention for language learning disabilities common in of motor speech disorders. Accordingly, this course will school-aged children, with particular emphasis on aca- integrate academic and clinical aspects of motor speech demic and cognitive aspects of language use in class- disorders. Emphasis will be placed on the neurophysio- room context. logic bases of motor speech disorders. Course Type(s): none Course Type(s): none

EDL 640 Cr. 3.0 EDL 670 Cr. 3.0 Acquired Adult Language Disorders Speech-Language Pathology in the Schools Addresses the nature, etiology, and clinical management Addresses the organization, materials, and methods for of adults with acquired language disorders, with primary conducting speech, language, and hearing services in emphasis on aphasia and related cognitive disorders. elementary and secondary schools. Course Type(s): none Course Type(s): none

EDL 645 Cr. 3.0 EDL 671 Cr. 3.0 Phonological Disorders Advanced Practice with Children Focuses on the practical application of phonological theo- Designed for play therapy students; builds upon the foun- ry to techniques and procedures used for the assessment dation courses on individual, family and group counseling, and intervention of speech disorders. It will include an with advanced clinical applications for work with children. analysis of the application of phonological theory to lin- Assessment and intervention skills are used with children guistic diversity. and adolescents with special emphasis on expressive Course Type(s): none therapies such as art, play, sand tray, and music. Also listed as Psychological Counseling 671 and Social Work 671. EDL 650 Cr. 3.0 Course Type(s): none Fluency Disorders Designed to provide a comprehensive analysis of the the- EDL 672 Cr. 3.0 ories of fluency disorders, diagnostic procedures, and Advanced Theory in Play Therapy treatment strategies. Behaviors related to fluency disor- Provides an in-depth understanding of the history and ders will be examined. Current research literature for the theories of play therapy. Emphasis is placed on the management of fluency disorders will be included. understanding of the roles of therapists and parents Course Type(s): none through the play process. Diversity and multicultural considerations for theoretical perspectives are highlighted. EDL 655 Cr. 3.0 Also listed as Psychological Counseling 672 and Social Voice Disorders Work 672. Addresses the nature, etiology, and clinical management Course Type(s): none techniques for individuals who have voice disorders resulting from both hyperfunctional and organic etiologies. EDL 673 Cr. 3.0 Alaryngeal communication also will be addressed. Advanced Techniques in Play Therapy Course Type(s): none Provides students with the opportunity to develop techniques and methods of play therapy. Emphasis is placed on working with children, adolescents, and adults through

A42 Monmouth University Appendix A: Course Descriptions

individual, group, and family play therapy. Major topics plan and carry out diagnostic assessments. 100 hours include group play therapy, family play therapy, short term required. play therapy, and sand tray/sand play therapy. Prerequisite: Educational Leadership 615. Additionally, diversity and multicultural considerations are Course Type(s): none highlighted. Also listed as Psychological Counseling 673 and Social Work 673. EDL 692 Cr. 3.0 Course Type(s): none Clinical Practicum Provides clinical practicum hours in the therapeutic man- EDL 674 Cr. 3.0 agement of speech and language disorders. 100 hours Play Therapy for Children at Risk required. Focus is on play therapy with vulnerable and high risk chil- Prerequisites: Educational Leadership 691 and comple- dren. Emphasis on working with children, adolescents, and tion of thirty six credits. adults using play therapy in trauma and crisis situations are Course Type(s): none highlighted. Special attention is given to social issues that can lead to/or exacerbate trauma or crisis. Also listed as EDL 693 Cr. 3.0 Psychological Counseling 674 and Social Work 674. Internship Course Type(s): none Internship takes place at a facility where services are provided to various populations. Clinical experience is provid- EDL 678 Cr. 3.0 ed in either an educational setting or at a health care Comprehensive Examination for Speech facility. Two hundred hours required. and Language Pathology Prerequisites: Educational Leadership 691 and 692. A summative assessment related to the comprehensive Course Type(s): none examination of learning outcomes at the culmination of professional preparation. An Advanced Review of Speech- EDL 699 Cr. 1.0 - 3.0 Language Pathology, for speech-language pathology stu- Independent Study in Educational Leadership dents preparing to take departmental comprehensive Independent research in education in an area not sub- examinations as well as the Praxis Examination in stantially treated in a regular course offering under the Speech-Language Pathology. Students must take and supervision of an Education faculty member; written eval- pass a comprehensive exam prior to graduation. uation of the research is required. For students with supe- Course Type (s): none rior ability. Prerequisite: Prior permission of the directing professor EDL 680 Cr. 3.0 and department chair. Application must be filed before Research Methods registration. Addresses research methodologies and problem solving Course Type(s): none related to speech pathology and audiology and its literature with an emphasis on application. EDUCATION – SPECIAL EDUCATION Course Type(s): none EDS 500 Cr. 3.0 EDL 685 Cr. 3.0 Integrated Approach to Foundations of Special Thesis Seminar Education Focuses on the development of a thesis problem, the Focuses on topics related to Special Education as a pro- design of a research plan, collection and analysis of data, fession; the study of legal, social, and educational issues and writing of a formal thesis report. related to diverse students across the life-span, research- Prerequisite: Educational Leadership 680. based approaches for assessment, intervention, and Course Type(s): none remediation for students with disabilities, and technology applications in the classroom guided by the Council for EDL 691 Cr. 3.0 Exceptional Children Code of Ethics and the Professional Diagnostic Practicum Practice Standards for Teachers of Exceptional Learners, Provides clinical practicum hours in the assessment of and the New Jersey Professional Teaching Standards. speech and language in children and adults. Students will Course Type(s): MAT

Monmouth University A43 Appendix A: Course Descriptions

EDS 502 Cr. 3.0 EDS 534 Cr. 3.0 Autism: Characteristics, Etiology, and Current Classroom Management in Inclusive Settings Issues Includes the study of the principles of behavior and a Content includes an overview of various characteristics focus on the practical application strategies for teachers and learning traits of students who are served within the in inclusive settings. Factors that influence the behavior of category of autism spectrum disorders. Candidates will students with disabilities and research-based techniques examine definitions, eligibility criteria, incidence rates, eti- to facilitate positive teacher-student and peer relation- ology and historical perspectives on autism. Perspectives ships in a classroom environment are discussed. on the roles and responsibilities of students, families, Fieldwork is required. educational professionals, community personnel, and Prerequisite: Special Education 572. employers in relation to individuals with autism are also Course Type(s): MAT explored. Course Type(s): none EDS 535 Cr. 3.0 Technology and Students with Disabilities EDS 522 Cr. 3.0 Focus is on instructor-centered and learner-centered inte- Accommodating Learners with Special Needs in gration of technology to provide a technological support- Inclusive Settings ive environment to meet the special needs of students. Designed to explore the concept of inclusion, discuss it Course Type(s): MAT from a theoretical and practical perspective, and present strategies necessary for inclusion to be successful. EDS 537 Cr. 3.0 Included will be an emphasis on instructional strategies, Collaborating with Families, Students, and differentiated instruction, accommodations and modifica- Professionals in Community and Educational tions, and communication and consultation techniques for Settings co-teaching and professional collaboration. A study of social, legal, and educational issues related to Course Type(s): none diverse students across the lifespan, research-based approaches for assessment, intervention, and remediation EDS 530 Cr. 3.0 for students with disabilities, and technology applications Research Issues and Trends in Special Education in the classroom; the impact of disability on the family An appraisal of current practices and issues in the field of system, communication skills needed for collaborating special education is conducted through discussion and with diverse families; identifying and researching commu- review of the research literature. Candidates explore the nity resources for persons with disabilities and their fami- code of ethics and standards of practice in the field and lies; strategies for involving the families in the referral and are encouraged to become critical consumers of research evaluation and development process of transition and as a foundation for practice. The ability to critically ana- career planning as well as the selection of transition lyze, synthesize, and evaluate the research base in spe- resources and services. cial education is emphasized. Course Type(s): none Course Type(s): none EDS 542 Cr. 3.0 EDS 532 Cr. 3.0 Communication and Social Competence Skills Physiological Aspects of Learning Focuses on the development and improvement of speech, Extends candidates’ knowledge of various applications of language and social competence skills for individuals with the physiological model of learning and learning disorders autism. Also included are research-based approaches to to various aspects of assessment and training of students assessment, intervention and remediation of communica- with various learning, medical, and behavioral problems. tion disorders for individuals with autism. The functional Emphasis is placed on Learning Disorders (both right and relationship between communication skills and behavior is left brain), ADHD (both inattentive and hyperactive), Social also examined. (Field experience is required.) and Emotional Disorders, Autism Spectrum Disorder and Course Type(s): none other disorders under the category of Other Health Impaired (Tourette Syndrome and other chronic disorders). Course Type(s): none

A44 Monmouth University Appendix A: Course Descriptions

EDS 550 Cr. 3.0 based on specific needs of an individual with autism. An Learning Theories and Applications in Educational overview of numerous curricula approaches and materials Settings for individuals with autism is included in this course. (Field Covers various classical and contemporary philosophies, experience is required.) aspects and models of learning. Emphasis will be placed Prerequisite: Special Education 566. upon such topics as multiple intelligences, learning styles, Course Type(s): none teaching styles, information processing critical thinking skills, brain-based learning and other learning theories. EDS 568 Cr. 3.0 Students will review and critique general learning theo- Advanced Instructional Methods in Special ries, as well as investigate how people organize, encode, Education process, transform, utilize and articulate information pre- A focus on the physical and instructional dimensions of sented in an instructional environment. teaching to include research-based strategies and tech- Course Type(s): none niques for learners with special needs; effective instruction for students with disabilities across the content area; EDS 552 Cr. 3.0 accommodations and adaptations; technology across the Methods of Teaching Students with Disabilities curriculum; as well as the learning implications of class- Methods in the field of special education are emphasized. room organization and planning. This course requires Focus on identifying and creating accommodations and demonstration that enrollees are able to evaluate, design, modification to meet the needs of all students in special structure and implement instructional techniques and cur- education and inclusive settings. (Field experience is riculum adaptations for students with learning problems. required.) (Field experience is required.) Prerequisites: Special Education 500, 535, 537, and 572. Prerequisite: Special Education 500. Course Type(s): none Course Type(s): none

EDS 566 Cr. 3.0 EDS 570 Cr. 3.0 Assessment and Interventions for Individuals with Assessment and Curricula Interventions and Autism I Strategies Assessment processes such as screening, diagnosis, and A supervised clinical course where candidates develop identification of developmental skills for individuals with assessment plans and conduct assessments of students autism are included. Focus is on assessment of specific (P-12) who are at risk or who have learning problems. skills in developmental domains, such as sensory, oral, Content includes: evaluation of sound assessment; relia- motor, play, and communication and practical strategies bility and validity; formal and informal assessment tech- detailing what to teach based on assessment data. niques; administration of norm-referenced and informal Research-based interventions that promote progress in tests; analysis of data; and the interpretation of assess- the areas of communication, social, academic, behavior, ment for educational intervention and instructional plan- and sensory motor skills for students with autism are ning. The knowledge and skills of the educational diag- examined. An overview of numerous curricula approaches nostician are also emphasized. and materials for individuals with autism are also includ- Course Type(s): none ed. Methods for monitoring the impact of interventions are explored in a variety of service delivery models. (Field EDS 571 Cr. 3.0 experience is required.) Management of Challenging Behaviors Course Type(s): none An overview of the use of applied behavior analysis (ABA) for individuals with autism is the main focus of the EDS 567 Cr. 3.0 course. Included are methods to increase behaviors, Assessment and Interventions for Individuals with decrease behaviors, maintain behaviors, and generalize Autism II behaviors. Observation skills, data collection, and moni- Various assessment processes such as screening, diag- toring effectiveness of interventions are practiced. (Field nosis, and identification of specific skills for individuals experience is required.) with autism are included. Focus is on using assessment Course Type(s): none data from various developmental domains to plan, choose, and implement appropriate intervention strategies

Monmouth University A45 Appendix A: Course Descriptions

EDS 572 Cr. 3.0 the student’s transcript. Assessment Strategies and Applications in the Prerequisite: Permission of the program director is required. Classroom Course Type(s): none Focuses on the educational assessment of students P-12 who may be at risk or who have been identified as having EDS 599 Cr. 3.0 learning problems. Course content includes a discussion Independent Study in Special Education of assessment processes and concerns, importance of Independent research in education in an area not sub- early intervention and procedural considerations. The stantially treated in a regular course offering, under the course also includes an emphasis on educational interven- supervision of an Education faculty member; written eval- tions and strategies necessary to create an environment uation of the research is required. For students with supe- that leads to success for all learners with special needs. rior ability. Further topics that are presented include accommodations Course Type(s): none and adaptations; technology across the curriculum; learning implications of classroom assessments, classroom EDS 601 Cr. 3.0 organization and planning. Candidates must demonstrate Applied Behavior Analysis: Selecting, Defining and that they are able to create informal assessments, analyze Measuring Behavior and Evaluating Behavior Change data and structure and collaborate about instructional Includes an overview of basic concepts associated with techniques and curriculum adaptations for students with applied behavior analysis. Candidates will examine learning problems. (Field experience is required.) selecting, defining, and measuring target behaviors, as Course Type(s): none well as, learning to evaluate and analyze behavior change. Ethical considerations for behavior analysts and EDS 580 Cr. 3.0 interpreting research related to behavior analytic princi- Research Seminar in Autism ples are also explored. Research in the field of autism is emphasized. An overview Course Type(s): none of various types of research and methodologies is included in the course. Candidates will locate, interpret, analyze and EDS 602 Cr. 3.0 synthesize the research base on autism. Candidates will Applied Behavior Analysis: Reinforcement, prepare and implement a comprehensive research project Punishment and the Development of the New and share the results. (Field Experience is required.) Course Type(s): none Behavior Includes detailed information on types of reinforcement and reinforcement schedules, punishment by stimulus EDS 590 Cr. 3.0 presentation and removal, and antecedent variables. Diagnosis and Correction of Learning Disabilities Developing new behaviors by utilizing imitation, shaping, Focuses on the legal and ethical foundations for assess- and chaining is also discussed. ment of school-age students. Strategies for the selection, Prerequisite: Special Education 601. administration, and scoring of formal and classroom-based Course Type(s): none educational and social assessments are addressed. Assessing students’ levels of performance, interpreting results to enhance learner functioning and identifying serv- EDS 603 Cr. 3.0 ice and programming options are explored. Collaboration Applications of Applied Behavior Analysis (ABA) with families and other professionals to assist in writing Principles Individual Education Plans (IEP) is addressed. Includes detailed information on decreasing behavior uti- Prerequisites: Special Education 568, 570, and comple- lizing nonpunishment procedures, verbal behavior, self- tion of eighteen graduate credits. management, contingency contracting and generalization Course Type(s): none of behavior. Ethical considerations for behavior analysts and functional behavior assessments are also discussed. EDS 598 Cr. 3.0 Field experience required. Prerequisites: Special Education 601 and 602; and stu- Special Topics in Special Education dents must be enrolled in the Applied Behavior Analysis or The subject matter varies with the interest of the students the Basics of Applied Behavior Analysis certificate program. and the professor teaching the course. The exact nature Course Type(s): none of the topic covered in any given semester is indicated in

A46 Monmouth University Appendix A: Course Descriptions

EDS 604 Cr. 3.0 EN 509 Cr. 3.0 Assessment and Analysis of Behavior Change Middle English Literature Includes detailed information on conducting functional Study of selected works from the twelfth through the fif- behavior assessments (FBA) and choosing the appropri- teenth centuries in the context of contemporary cultural ate treatment package based on the results of the FBA. and literary developments. Emphasis is also placed on identification of appropriate Course Type(s): EN.1, EN.LT replacement behaviors based on the function of the behavior and intervention development. (Field Experience EN 511 Cr. 3.0 is required.) The English Renaissance Prerequisites: Special Education 601, 602, and 603. Intensive study of the major genres and authors of Course Type(s): none English literature from 1550-1660, the age of Spenser, Johnson and Milton. Lyric and epic poetry, drama, prose EDS 605 Cr. 3.0 fiction, and the essay are represented. Research and Advanced Topics: in Autism and ABA Course Type(s): EN.1, EN.LT Includes detailed information on evidence-based practices associated with autism spectrum disorders. Emphasis is EN 513 Cr. 3.0 also placed on interpretation/analysis of peer-reviewed Shakespeare, His Contemporaries and Renaissance journal articles associated with autism interventions. Society (Field experience is required.) Study of selected Shakespeare plays along with works by Prerequisites: Special Education 601, 602, 603, and 604. Marlowe, Webster and others in order to place Course Type(s): none Shakespeare’s achievement within aesthetic, critical and historical contexts. EDS 610 Cr. 3.0 Course Type(s): EN.1, EN.LT Internship in Learning Disabilities Teacher-Consultant Teacher consultation in a public or private agency as part EN 523 Cr. 3.0 of a Child Study Team under the supervision of a certified Novel in English L.D.T.C. and a faculty member. The development of long prose fiction from the Prerequisites: Special Education 570 and 590; and Eighteenth century to the present with consideration of approval of the program director. criticism that defines the novel as a genre. Course Type(s): none Course Type(s): EN.2, EN.LT ENGLISH EN 525 Cr. 3.0 Eighteenth Century British Literature EN 500 Cr. 3.0 Intensive study of selected works of prose, poetry, and Critical Theory drama, which represent the Ages of Dryden, Pope, Introduction to a variety of critical approaches to litera- Johnson, and Hume. ture. Theories will be applied to texts: poetry, fiction, and Course Type(s): EN.1, EN.LT drama, and the interpretation developed from these theories will be considered. EN 528 Cr. 3.0 Course Type(s): EN.4, EN.RW Foundations of World Literature The oral and written traditions of the foundation of the EN 502 Cr. 3.0 non-Western world: Africa, the African Diaspora, Asia and Seminar in Literary Research the Middle East. Methods and materials for composing and presenting Course Type(s): EN.3, EN.LT graduate research centered upon selected texts chosen by the instructor; bibliography, reference resources, criti- EN 530 Cr. 3.0 cal analysis, and evaluation of sources; techniques, forms and formats for research projects and papers. Contemporary World Literature Course Type(s): none Major literary texts from three broad areas of the non- Western world (African Diaspora, Asia, and the Middle East) will be critically examined, including literary trends,

Monmouth University A47 Appendix A: Course Descriptions

theories, and criticism. Selections will be drawn from works will be critically examined via close readings and poetry, fiction, non-fiction, and drama. discussions within literary, historical, cultural, and/or theo- Course Type(s): EN.3, EN.LT retical framework. Course Type(s): EN.2, EN.LT EN 532 Cr. 3.0 South Asian Literature EN 544 Cr. 3.0 Traces the development of twentieth-century South Asian Irish Literary Studies fiction, poetry, and essays in English alongside the theo- Ireland’s literary tradition in English from the eighteenth- ries and discourses of nationalism, subaltern history, reli- century to today. Different semesters may focus on a par- gion, and politics that are a product of and response to ticular period, genre or theme within Irish literature, such experiences that literary pieces represent. We will as Irish drama, the eighteenth century tradition, W.B. address the content and aesthetics of literature for India, Yeats and his circle or James Joyce and Irish Modernism. Pakistan, Bangladesh, and Sri Lanka and develop tech- Course Type(s): EN.2, EN.LT niques for interpreting and applying the inter-disciplinary theory written by South Asian critics. EN 546 Cr. 3.0 Course Type(s): EN.3, EN.LT Historical Persuasion and Argumentation Examines important texts in the history of persuasion and EN 537 Cr. 3.0 argumentation. Covers the era when Rhetoric - the study British Romanticism and practice of persuasion and argumentation - was one Investigation of British Romanticism as a self-consciously of the fundamental disciplines (The Trivium) that every defined movement in literature. Will also consider how educated person had to learn. Romanticisms have been read and defined historically. Course Type(s): EN.4, EN.RW Course Type(s): EN.2, EN.LT EN 547 Cr. 3.0 EN 538 Cr. 3.0 Definitions of Contemporary Rhetoric Victorian Novel Examines the use of language in a number of key Through a close thematic and formal analysis, this course spheres of human communication with the ultimate objec- will study how British Victorian novels responded to the tive of constructing a usable definition of modern rhetoric. momentous social, political and intellectual changes of Work in the course is especially concerned with defining their time. more precisely the boundaries of contemporary rhetoric Course Type(s): EN.2, EN.LT and language theories to gain a deeper understanding of the richness and dangers of language in our own written EN 540 Cr. 3.0 expression. Modernism in Britain Course Type(s): EN.4, EN.RW Study of British modernism in the context of twentieth- century culture and history. EN 548 Cr. 3.0 Course Type(s): EN.2, EN.LT Rhetoric of Science and Society Examination of how language-using agents (corporate, EN 541 Cr. 3.0 governmental, educational, journalistic, and scientific) out- Utopias side the activities of a professional scientific community The significance of utopian proposals and attempts to cre- (and sometime within it) rely on the dominance and force ate utopian communities in the history of ideas. From the of scientific language and its symbol systems to influence utopias of Plato and More to dystopian visions of the Brave the society we live in. New World to 1984 and science fiction as a utopian genre. Course Type(s): EN.4, EN.RW Course Type(s): EN.LT EN 550 Cr. 3.0 EN 542 Cr. 3.0 Feminist Theory and Criticism Contemporary American/British Literature Examines the theories and strategies developed and This course will explore American and/or British literature used by feminist theorists and literary critics to explore a written in English from the contemporary period. These range of visual and written texts. Includes focus on gen-

A48 Monmouth University Appendix A: Course Descriptions

der-related experiences in literature and culture. their authors. Course Type(s): EN.4, EN.RW Course Type(s): EN.2, EN.5, EN.LT

EN 558 Cr. 3.0 EN 581 Cr. 3.0 Teaching Composition Women in Literature The scholarship and methods of teaching composition with a Investigates the role of women in literature as writers, focus on the collaboration experience of the writing process, readers and subjects. Includes theoretical consideration one-on-one conferencing, and integration of language skills. of gender. Topics vary by semester. Course Type(s): EN.RW Course Type(s): EN.LT

EN 560 Cr. 3.0 EN 598 Cr. 3.0 Early American Literature Special Topics in English The development of American literature in various genres The subject matter varies with the interest of the students through the Colonial, Revolutionary War, and Early and of the professor teaching the course. The exact Republic periods. nature of the topic covered in any given semester is indi- Course Type(s): EN.1, EN.5, EN.LT cated in the student’s transcript. Course Type(s): none EN 561 Cr. 3.0 Nineteenth Century American Literature EN 599 Cr. 3.0 Major works of American literature from 1830 to World War Independent Study in English I will be critically examined to place them in their literary Reading and research under the direction of a member of context and discover the techniques used by their authors. the English faculty. Course Type(s): EN.2, EN.5, EN.LT Prerequisite: Prior permission of the directing professor and department chair. EN 563 Cr. 3.0 Course Type(s): none Linguistics and the English Language Includes a grounding in the structural aspects of general EN 607 Cr. 3.0 linguistics: morphology, syntax, semantics, phonology, Seminar in Creative Writing: Non-Fiction and pragmatics. Examines the structure of the English Students will analyze, in a workshop setting, readings in language, including nouns and noun classes, ways of creative non-fiction to understand and become aware of talking about actions and states, how ideas are combined the variant forms, techniques, and approaches used. As into complex sentences, and how context and purpose workshop participants, students will write and analyze affect how we use language. Also considers differences their own creative nonfiction pieces. between learning a first and second language. Course Type(s): EN.CW, EN.RW Course Type(s): EN.4, EN.RW EN 609 Cr. 3.0 EN 565 Cr. 3.0 Seminar in Creative Writing: Poetry New Jersey’s Literary Heritage Students analyze in a workshop setting readings in con- The development of New Jersey’s literary heritage in vari- temporary poetry to observe techniques in craft, and ous genres from the Colonial period to the present, present their own poetry for intensive examination by through analyses of representative works from different workshop participants. regions of the state, with emphasis on their local signifi- Course Type(s): EN.CW cance and their relationship to national literary trends. Course Type(s): EN.2, EN.LT EN 611 Cr. 3.0 Seminar in Creative Writing: Fiction EN 571 Cr. 3.0 Students will analyze in a workshop setting readings in Modern American Literature both American and World fiction to observe techniques in Major works of American literature written between 1910 craft and present their own short stories for intensive and 1945 will be critically examined and placed within a examination by workshop participants. literary context in order to discuss techniques used by Course Type(s): EN.CW

Monmouth University A49 Appendix A: Course Descriptions

EN 613 Cr. 3.0 and a brief introduction. Mixed genre manuscripts are dis- Seminar in Creative Writing: Playwriting couraged. May be taken for either three or six credits. In a workshop format, students will write, critique and per- Prerequisite: Completion of eighteen credits. form stage readings of their classmates’ plays. Course Type(s): none Course Type(s): EN.CW EN 691 Cr. 3.0 EN 615 Cr. 3.0 English Thesis Development Seminar in Creative Writing: Writer’s Craft An intensive and rigorous study of an author, topic, or An in-depth study of the creative writing process. theme developed under the direction of and evaluated by Students may develop a craft workbook that focuses on a thesis advisor in consultation with another full-time fac- both traditional and contemporary literary forms and ulty member, at least one of whom must be a member of strategies. Students write by assignment and develop the Graduate Faculty in the Monmouth University techniques of reviewing in order to compare and contrast Department of English. The thesis may be based upon a major authors’ aesthetics with their own creative gestures. paper completed in a course taken in a previous semes- Course Type(s): EN.CW ter and further developed under the direction of the professor in that course. By the end of the semester, stu- EN 617 Cr. 3.0 dents will submit a 25-item annotated bibliography and a ten-page review of recent scholarship. Advanced Academic Writing Prerequisites: Completion of twelve credits and a mini- Designed for the graduate student interested in sharpen- mum GPA of 3.00.A student who wishes to complete ing his or her writing skills for the purpose of developing Thesis Development in Summer must register in Session publication-quality articles. Content and assignments are C, and then only with a Thesis Advisor in residence for structured in such a way as to provide practice in acceler- the majority of the term and with permission of the ated academic prose and, ideally, to produce a publica- Graduate Program Director. tion-quality article by the end of the course. Taught in a Course Type(s): none lecture/discussion and workshop format. Course Type(s): EN.RW EN 692 Cr. 3.0 EN 619 Cr. 3.0 English Thesis Writing Completion of the writing of the thesis under the continu- Writing and the World Wide Wed ing direction of a thesis advisor. The thesis must comprise A study of theories and concepts of writing and rhetoric in of between thirty and sixty pages (not including works digital media with emphasis on the uses of verbal and cited) and will be evaluated by the thesis advisor in con- visual media in digital spaces, such as web sites, blogs, sultation with another full-time faculty member, at least and wikis. Topics examined include authorship, narrative, one of whom must be a member of the Graduate Faculty and multimedia participation, design, and creation. in the Monmouth University Department of English. Once Course Type(s): EN.RW the thesis has been judged as satisfactory by both readers, the Graduate Program will schedule an oral defense EN 644 Cr. 3.0 - 6.0 to be attended by both readers as well as the Graduate Manuscript Seminar Program Director. Completion of the writing of the manuscript under the Prerequisites: Satisfactory completion of Thesis continuing direction of the mentor in consultation with Development (EN 691), completion of twenty one credits, another full-time faculty member, at least one of whom and a minimum GPA of 3.00. Students may not register must be a member of the Graduate Faculty in the for Thesis Writing (EN 692) in a summer session. Monmouth University Department of English. The manu- Course Type(s): none script will consist of at least forty pages of poetry, or fiction, or creative non-fiction, or drama, and may contain FOREIGN LANGUAGE STUDIES work, substantially revised, completed in previous graduate creative writing courses. The emphasis will be on the FF 511 Cr. 3.0 manuscript as an integral unit, thematically and stylistical- Intensive Study: French ly, rather than on individual works. The completed manu- Readings and research on an area or topic in the field of script will be accompanied by an annotated bibliography French, chosen under the guidance of the instructor;

A50 Monmouth University Appendix A: Course Descriptions

weekly conferences and written reports. special interest to the student. Students applying, must Prerequisites: Undergraduate major in French and the demonstrate their knowledge of research techniques and permission of the department. their ability to apply them to the specific area of studies Course Type(s): none chosen. It is also required that the students should be able to present the results of their research in appropriate FO 598 Cr. 3.0 written and oral form. Special Topics in Foreign Languages Prerequisites: Permission of the program director, chair, Students study text in the original language at an advanced and research director. Student must be within last twelve level. Course content will vary from semester to semester. credits of graduation and have a GPA of at least 3.00. Course Type(s): none Course Type(s): TPS

FO 599 Cr. 3.0 GEOGRAPHIC INFORMATION SYSTEMS Independent Studies in the Teaching of World Languages GO 500 Cr. 3.0 Curriculum development in foreign languages at the ele- Theories and Methods of Geographic Information mentary and secondary level; the study and application of Systems teaching methods and materials. Provides students with a solid foundation in the theories Course Type(s): none and methods of Geographic Information Systems. Students gain knowledge of important applications as well FO LTIOPI Cr. 0.0 as the acquisition, accuracy, formatting, management, analysis and manipulation of data. When students com- Oral Proficiency Interview plete this course, they are expected to know: what GIS is, Language Testing International Examination for graduate what GIS can and cannot do, how data is stored, how students; requires one-hour preparation a week. data in GIS is manipulated and analyzed to satisfy a pro- Course Type(s): none ject’s goals. Course Type(s): none FS 511 Cr. 3.0 Intensive Study: Spanish GO 501 Cr. 3.0 Readings and research on an area or topic in the field of Advanced GIS Applications and Project Spanish, chosen under the guidance of the instructor; Implementation weekly conferences and written reports. Enables students to deepen their understanding of the Prerequisites: Undergraduate major in Spanish and the software, theory, and applications of GIS. Upon comple- permission of the department. tion of the course, students will have developed two proj- Course Type(s): TPS ects as part of their portfolio: one in GIS implementation and one in project design and analysis within their partic- FS 512 Cr. 3.0 ular area of study. Intensive Study: Spanish Prerequisite: Geography 500. Readings and research on an area or topic in the field of Course Type(s): none Spanish, chosen under the guidance of the instructor; weekly conferences and written reports. GO 510 Cr. 3.0 Prerequisite: Spanish 511. Cartography in GIS Course Type(s): TPS Introduction to the study of cartography within Geographic Information Systems. Topics will include map types, the FS 599 Cr. 3.0 content and structure of maps, map interpretation, the Independent Study in Spanish history of mapping, map propaganda, the use of maps in Development and execution of a relevant reading and society, and sources of data. Students will learn to make research project leading to significant written work maps using GIS software. designed by the student in consultation with the research Course Type(s): none director. Subject chosen for study should be related with any area of Spanish or Spanish American literature of

Monmouth University A51 Appendix A: Course Descriptions

GO 515 Cr. 3.0 Prerequisite: Geography 500. Visual Basic for GIS Course Type(s): none Visual Basic is becoming the primary programming tool for developing Windows applications in most GIS environ- GO 540 Cr. 3.0 ments. Students will learn fundamental programming Spatial Analysis technique and advanced methodologies, including com- Focuses on methods of spatial analysis and various kinds ponent programming and object-oriented data structures. of modeling within GIS. Included are such topics as 3-D They will have hands-on experience and at the end of the terrain visualization and analysis, locational and network semester will be able to customize and expand GIS func- modeling, map algebra, and spatial statistics. tions for different GIS applications. Prerequisite: Geography 500. Prerequisite: Geography 500. Course Type(s): none Course Type(s): none GO 559 Cr. 3.0 GO 520 Cr. 3.0 Remote Sensing and GPS Spatial Database Design and Management in GIS Students will learn the principles of remote sensing, digi- Spatial databases make up the foundation for Geographic tal image processing, and image analysis. Students will Information Systems. This course focuses on proper also learn the basic principles of GPS, how to integrate design, implementation, and management of spatial data- GPS data with other GIS data sets, and how quality can bases. Students will consider both logical and physical affect problem solving and decision-making. design. Students will get the theoretical training as well as Course Type(s): none hands-on experience. Prerequisite: Geography 500. GO 580 Cr. 3.0 Course Type(s): none GIS and Society Examines the political, economic, legal, ethical, and social GO 524 Cr. 3.0 implications of GIS. Students will learn how GIS influ- Introduction to Geographical Information Systems ences policy decisions. Topics include societal effects of (GIS) GIS including issues of privacy, representation, and Provides both the theoretical and methodological back- access to technology. ground for proficient use of Geographical Information Course Type(s): none Systems (GIS). A multidisciplinary integration of theories and applications pertinent to both natural and social sci- GO 595 Cr. 3.0 ence research. Lectures and discussions will introduce Geographic Information Systems Internship the conceptual and methodological platform that is neces- Seminar sary to design, implement, and interpret GIS research. Provides the capstone experience for the GIS Certificate, Weekly lab exercises will develop problem-solving skills in which students undertake an internship and participate and emphasize common research techniques in GIS. in a seminar. Through the internship, students will get Students will also learn field techniques of spatial data hands-on experience in a field related to their academic collection. In sum, demonstrates how both GIS tools and and career interests, working ten – fifteen hours per week a geographic perspective may be applied to a broad in public, private, or non-profit agencies. Students will range of social and ecological research problems. Also maintain a journal of their intern experience and provide a listed as Anthropology 524. portfolio of their work and project(s) prepared during the Course Type(s): TL internship. The seminar component will provide students with academic support and a framework to critically GO 530 Cr. 3.0 examine theoretical as well as practical aspects of their Advanced Techniques and Technology in GIS research and internship experience. Covers current topics within the field of Geographic Prerequisite: Nine credits in Geography. Information Systems. The topics will change each semes- Course Type(s): none ter depending on the changes within the discipline and the needs of students. Such areas of study will include ArcInfo, Geomedia, Avenue Programming, Visual Basic for GIS, and Arcview extensions.

A52 Monmouth University Appendix A: Course Descriptions

GO 599 Cr. 1.0 - 3.0 conquest, focusing on Inca and Aztec civilizations; theo- Independent Study in Geography retical exploration of developmental similarities between Reading and research under the direction of a member of the two regions. Also listed as Anthropology 504. the Geography faculty. Course Type(s): HSNW Prerequisite: Prior permission of the directing professor and department chair. HS 505 Cr. 3.0 Course Type(s): none US Women’s History Explores US Women’s History and focus on how women HEALTH STUDIES of different socioeconomic backgrounds, races, and ethnic groups have experienced cultural transformations and HE 584 Cr. 3.0 political change. Emphasis will be on the significance of Curriculum and Instruction in Health Education citizenship, political agency, the cultural construction of race and gender, and reproductive rights. Examination of theoretical bases for health education Course Type(s): HSUS including program development and implementation, educational strategies, behavioral objectives, learner characteristics, instructional assessment, and classroom management. HS 506 Cr. 3.0 Course Type(s): none Historical Archeology An intensive introduction to historical and industrial arche- HISTORY ology (c. 1492+). Topics covered include exploration, imperialism, colonization, industrialization and urbanism. HS 501 Cr. 3.0 Archeological field methods and the interpretation of material culture are also introduced. Also listed as AN 506. Historical Criticism Course Type(s): HSUS History as a scholarly discipline, with emphasis on historical interpretation and philosophy since Classical Antiquity, the evaluation of sources, and the rules of critical analy- HS 510 Cr. 3.0 sis. A research paper will be required. Seminar in American History Course Type(s): none Selected topics in American history, with emphasis on techniques of independent historical research and writing. HS 502 Cr. 3.0 Course Type(s): HSUS The Great Writings of History Analysis and appraisal of representative writings and HS 511 Cr. 3.0 philosophies of great historians from Classical Antiquity to Readings on American Colonial History modern times, reflecting the development of history as Readings in recent writings in monographs and periodi- scholarly discipline. cals devoted to social, economic, and political aspects of Course Type(s): none American colonial history. Course Type(s): HSUS HS 503 Cr. 3.0 Introduction to the Study of World History HS 512 Cr. 3.0 Introduces students to the growing field of World History, American Revolution and Constitutional Issues, surveying the developments in the field since the nine- 1763-1789 teenth century. Examines key concepts and methods, and Problems of Empire; the causes, course, and conse- explores major themes and categories of analysis, includ- quences of the American Revolution; the continuing revo- ing empire, nationalism, gender, and law. Required of all lution within the states and under the Articles of students in the World History specialization. Confederation; postwar struggles resulting in the adoption Course Type(s): HSNW, HSWLD of the Constitution. Course Type(s): HSUS HS 504 Cr. 3.0 Ancient Civilizations of Native America HS 514 Cr. 3.0 Cultural developments in Mesoamerica and the Central Readings on Jacksonian Era Andes from the development of agriculture to the Spanish The meaning of Jacksonian democracy; political, eco-

Monmouth University A53 Appendix A: Course Descriptions

nomic, and social reforms; labor in transition from mer- HS 521 Cr. 3.0 cantile to industrial capitalism; humanitarian, communitari- All the Livelong Day: The Meaning of Work in an, and anti-slavery movements; Manifest Destiny; the Modern America Mexican War and its aftermath. Examination of content changes in the meaning of work in Course Type(s): HSUS America through the twentieth century. Course Type(s): HSUS HS 515 Cr. 3.0 The Civil War and Reconstruction HS 522 Cr. 3.0 The economic, social, and political forces in the United History Urbanization in America States during the years 1850-1877 relating to the onset, Provides an interdisciplinary study of the history of urban- nature, and impact of the Civil War and Reconstruction, ization and industrialization in the United States from the and the Black Revolution. mid-nineteenth century to the early twentieth century. Course Type(s): HSUS Using the themes of community, technology, public policy, and immigration, students will examine the development HS 516 Cr. 3.0 and changes in the social, physical, political, and econom- Readings on Populism and Progressivism in America ic urban landscape. Also listed as Political Science 522. A critical analysis of the reform impulses of the late nine- Course Type(s): HSUS teenth and early twentieth centuries with an emphasis on the various schools of interpretation. HS 523 Cr. 3.0 Course Type(s): HSUS Studies in Mexican History and Culture The development of Mexican nationalism in the fusion of HS 517 Cr. 3.0 Indian and Spanish Catholic cultures; the chaos of inde- Readings on Modern America, 1933-Present pendence; Mexico and the United States; the Reform; the Readings of pertinent historical literature (monographs Diaz dictatorship; Positivism, the search for order and and journal articles) dealing with United States history progress; the Revolution of 1910; and Reconstruction. since the administration of F.D. Roosevelt. Course Type(s): HSNW Course Type(s): HSUS HS 524 Cr. 3.0 HS 518 Cr. 3.0 Twentieth Century United States Political History United States Family History Examines the twentieth century evolution of liberalism This seminar explores United States Family History and and conservatism, campaigns and elections, and con- the social construction of the family, its many diverse gress and the presidency; considers critical elections, forms, and the relationship between society and the fami- consensus and dissent, and the status of political rights ly. Analyzing issues of race, class, ethnicity, gender, and through the progressive period, the Republican ascen- sexuality will further enable us to consider the history of dancy, the New Deal, the Second World War, the Cold the family form. We will cover such diverse topics as the War, and Post-Cold War period. history of adoption, courtship, and divorce. Course Type(s): HSUS Course Type(s): HSUS HS 525 Cr. 3.0 HS 520 Cr. 3.0 World War II Field Methods Arch Considers the military, economic, and political characteris- An introduction to archaeological field methods: survey tics of the Allied and Axis powers and the strategies they and excavation. Students will also learn excavation proce- produced; examines the military campaigns, the wartime dures, descriptive note writing, and drawing, and be intro- economics, life on the home fronts, the experience of duced to archaeological photography, mapping, reporting, combat, the dynamics of occupation, and the roles of conservation and curation. Supervised fieldwork will be morality and immorality in the conduct of the war. conducted on archaeological sites. Also listed as Course Type(s): HSEU, HSUS Anthropology 520. Course Type(s): none

A54 Monmouth University Appendix A: Course Descriptions

HS 526 Cr. 3.0 ered include New Jersey’s Native Americans, colonial set- The Cold War tlement, the proprietary government, agricultural unrest, Examines the rivalry between the United States and the the American Revolution, Federalism, slavery, industrial- Soviet Union that organized global politics for forty-five ization, urbanization and suburbanization. years; the roles of ideology, economy, and security that Course Type(s): HSUS fueled it; the diplomacy, propaganda, and armed might used to wage it; and the impact it had on participants’ pol- HS 531 Cr. 3.0 itics and culture. Studies in Ancient History Course Type(s): HSEU, HSUS, HSWLD Readings and discussion of principal aspects of Graeco- Roman culture, with emphasis on contribution of Classical HS 527 Cr. 3.0 Antiquity to Western Civilization and recent research in United States Military History the field. Surveys the American experience of war, from the first Course Type(s): HSEU Native American-European contact through the military interventions at the dawn of the twenty first century; HS 532 Cr. 3.0 examines not only the major conflicts in this period, but Native American History and Prehistory also the evolution of strategy, military institutions, civil-mil- Examines North America’s native people in the area north itary relations, and the American way of war. of the Rio Grande. It combines North American prehistory Course Type(s): HSUS with a historical overview of Native American experiences since contact. Evidence from archaeology, oral histories, HS 528 Cr. 3.0 and written sources are all presented. Challenges facing History of Consumerism in America modern Native Americans are also examined. Also be list- A seminar that explores the origins of the consumer cul- ed Anthropology 532. ture and the multitude of ways in which it has shaped Course Type(s): HSNW, HSWLD American society. We consider both the reverence of and the critiques of consumerism, analyzing race, class, gen- HS 533 Cr. 3.0 der, ethnicity, and geography in our consideration of con- The History of Public Policy in the United States sumer ideology and practices. Advertising, marketing, The objective is to survey major issues in domestic public sales, and the consumer will all be considered in our policy. The emphasis is on changes in the process of poli- analysis of the history of consumerism. cy formation in both the public and private sectors. Also Course Type(s): HSUS listed as Political Science 533. Course Type(s): HSUS HS 529 Cr. 3.0 History of Sexuality in America HS 535 Cr. 3.0 A seminar that explores the cultural history of sexuality in The Renaissance the United States. We will consider how race, class, and Europe in transition from the fourteenth to the sixteenth gender have influenced ideas about sexuality, morality, century; the crisis of the church, humanism and art, poli- and power. Major topics include prostitution, reproduction, tics and diplomacy, exploration and discovery, science gay, lesbian, and transgender sexualities, sexually trans- and the occult. mitted diseases, and sexual representation and censor- Course Type(s): HSEU ship. Working with monographs, scholarly articles, and primary sources that come from throughout American his- HS 536 Cr. 3.0 tory, we will explore the ways in which sexuality has both The Reformation shaped and been affected by this nations’ history. A study of sixteenth and early seventeenth century reli- Course Type(s): HSUS gious and political developments in Europe; causes of the Reformation, its political and social institutionalization, HS 530 Cr. 3.0 ideas of reformers, wars of religion, and the counter- New Jersey History Reformation. A study of New Jersey history especially as a venue for Course Type(s): HSEU exploring general trends in American history. Topics cov-

Monmouth University A55 Appendix A: Course Descriptions

HS 537 Cr. 3.0 HS 547 Cr. 3.0 Power and Enlightenment: Europe 1648-1789 The Third Reich A study of European history from the Treaty of Westphalia The ideological origins of Nazism; the consolidation and to the French Revolution, emphasizing the contrast character of Nazi rule; the relation of Hitler with the between political and military developments and cultural German people; Nazism as revolution. and intellectual trends. Special emphasis on the develop- Course Type(s): HSEU ment of absolutism in France, Prussia, Austria, Spain, and Russia, the struggle against absolutism in Britain, HS 551 Cr. 3.0 Sweden, and the Netherlands; the ideals and goals of the Graduate Seminar in British History European enlightenment, developing social and political Selected topics in modern English and British history, with tensions, and enlightened despotism. emphasis on techniques of historical research. Course Type(s): HSEU, HSPRE Course Type(s): HSEU

HS 541 Cr. 3.0 HS 553 Cr. 3.0 Graduate Seminar in European History Tudor-Stuart England Selected topics in European history, with emphasis on The political, religious, social, and cultural history of techniques of independent historical research and writing. England in the sixteenth and seventeenth centuries: Course Type(s): HSEU Tudor absolutism, the English Reformation, the rise of Puritanism, social and economic change, the conflict HS 542 Cr. 3.0 between crown and Parliament, the English Civil War, and French Revolution the Revolution of 1688. The causes of the Revolution; its relationship to the Course Type(s): HSEU Enlightenment; the political, economic, social, and cultural consequences of the moderate phase and of the Terror. HS 561 Cr. 3.0 Course Type(s): HSEU Twentieth Century Russia and the Soviet Union Studies in the transformation of Russian society, with HS 544 Cr. 3.0 emphasis on the revolutionary movements and the eco- The German Empire, 1871-1914 nomic, social, and political institutions of Soviet Russia. The unification of the Empire; the political and social set- Course Type(s): HSEU tlement imposed by Bismarck; the domestic crisis preced- ing World War I. HS 562 Cr. 3.0 Course Type(s): HSEU History of Maps and Mapping Students will study the historical developments in carto- HS 545 Cr. 3.0 graphic technique, the development of mapping in differ- World War I ent parts of the world, and the future of mapping in the The international and domestic causes of the Great War; computer age. Students will focus on the ways the events its political, economic, social, cultural, and psychological and ideology of a time period influence maps and map- consequences in Britain, France, and Germany; its role in ping, and how in turn mapping influences history and ide- the birth of the modern age. ology. Also listed an Anthropology 562. Course Type(s): HSEU Course Type(s): HSEU, HSNW, HSWLD

HS 546 Cr. 3.0 HS 563 Cr. 3.0 The Weimar Republic, 1918-1933 Twentieth Century East Central Europe The foundation of the first German republic as an out- The political, economic, and social development of the come of revolution and defeat in war; its political and cul- lands between Germany and Russia, emphasizing the tural innovations; the causes of its collapse. breakdown of the Ottoman and Hapsburg empires, the Course Type(s): HSEU rise of the independent successor states between the wars, the Soviet takeover in the post-war era, and the development of national communism and polycentrism. Course Type(s): HSEU

A56 Monmouth University Appendix A: Course Descriptions

HS 571 Cr. 3.0 HS 577 Cr. 3.0 Studies in the History of Revolution European Intellectual Revolution, 1500- 1800 An interdisciplinary study of the nature and causes of An examination of the roots of the modern mind, the sec- modern revolutions, the makeup of the revolutionary per- ularization of thought, and individualism vs. traditional sonality, and the role of ideology, strategy, and tactics in ideals of stability and order. Scientific, religious, and politi- the making of revolution. Emphasis is on twentieth-centu- cal thought will be traced through readings, painting, ry communist revolutions. architecture and sculpture. Course Type(s): HSEU Course Type(s): HSEU

HS 572 Cr. 3.0 HS 580 Cr. 3.0 The History of Tourism Themes and Variations in Cultural History Students will study the history of tourism in different parts The exploration of symbol, style, and value in six histori- of the world from political, social, cultural, geographic, cal periods from classical Greece to the end of the nine- and economic perspectives. This will include an examina- teenth century through art, literature, and philosophy. tion of historical differences in tourist attractions, tourist Course Type(s): HSEU behaviors, and impacts on tourist destinations and their people. Students will also study how historical memory HS 581 Cr. 3.0 and interpretation shapes the contemporary tourist experi- Seminar in East Asian History ence, as well as questions concerning authenticity and A study of selected topics in Chinese or Japanese history, tourism. Also listed as Anthropology 572. with emphasis on techniques of historical research. Course Type(s): HSEU, HSWLD Course Type(s): HSNW

HS 573 Cr. 3.0 HS 583 Cr. 3.0 Ecological Imperialism China, Japan, and the Modern World Ecological History will examine the relationship between Experiences of China and Japan with Europe, America, human society(ies) and the natural world over recorded and pressures to modernize in the nineteenth and early time. As an interdisciplinary exercise this class will draw twentieth centuries. Emphasis is on contacts, exchanges, on the natural sciences, anthropology, and history to bet- conflicts, and images of one another across space and ter understand the biological, cultural, imperial, ethical, time. Areas explored include traditional cultural patterns economic, religious, political, and global ramifications of and ways of thinking, systems of foreign relations, the the relationship between humanity and humanity’s natural role of technology, and comparative successes and fail- surroundings. Also listed as Anthropology 573. ures with modernization. Course Type(s): HSWLD Course Type(s): HSNW, HSWLD

HS 575 Cr. 3.0 HS 585 Cr. 3.0 Civilization of the Andes Seminar in African History Survey of Andean history from the beginning of human Analysis and appraisal of colonialism in Africa, reflecting settlement through the Inca Empire and the Spanish con- on the political, economic, and sociocultural transforma- quest to contemporary peasant society. The evolution and tions, which occurred in Africa between 1880 and 1960. nature of precolumbian civilizations, focusing on Chavin, Also listed as Anthropology 585. Paracas-Nazca, Huari-Tiahuanaco, Chimor, and the Inca. Course Type(s): HSNW The social and political organization of the Inca empire. The Spanish conquest and its impact on native culture. Contemporary social changes; rural migration and the HS 587 Cr. 3.0 transformation of contemporary Andean society. Nationalism in Africa Theoretical exploration of the developmental trajectory of Examines a major episode that transformed the political Andean civilization. Also listed as Anthropology 575. history of Africa in the twentieth century. It discusses how Course Type(s): HSNW, HSWLD nationalism became an instrument of political change that led to the independence of African states. Begins by examining the concept of nationalism in Europe, how it was applied in Africa, and how it contributed to the strug-

Monmouth University A57 Appendix A: Course Descriptions

gle for independence. skills by working in outside programs, institutions, agencies Course Type(s): HSNW, HSWLD and firms engaged in the fields of public history, historical archeology and anthropology and regional geography. HS 588 Cr. 3.0 Prerequisite: Completion of 12 graduate credits. Decolonization in Africa 1940-1960 Course Type(s): none Examines the process of transfer of power from colonial powers to Africans; the emergence of education elites; HS 598 Cr. 3.0 the rise of nationalism; implications of decolonizations; Special Topics in History and African expectations of independence. Allows students to study a specific aspect of history. The Course Type(s): HSNW, HSWLD subject matter varies from semester to semester, and depends on the professor who teaches the course. HS 589 Cr. 3.0 Course Type(s): none Formation of the Global System: Fifteenth to Sixteenth Centuries HS 599 Cr. 3.0 Formation of the early global system that changed the Independent Study in History world in the fifteenth and sixteenth centuries. Brief survey Reading and research leading to significant written work of the Euro-African and American worlds prior to the fif- under the direction of a member of the History faculty. teenth century. Transformations resulting from transat- Prerequisite: Prior permission of the directing professor lantic trade and the colonial order; conceptual changes and department chair. about life, the biological order, and religion; exchanges of Course Type(s): none crops, animals, and disease; depopulation and migration; African slavery and the plantation system; the forging of HS 691 Cr. 3.0 labor as capital; the transfer of American gold, silver, and History Master’s Thesis I other wealth to Europe and its impact on class formation Reading and research leading to significant written work and capitalism; interactions with Asia. Roots of the con- under the direction of a member of the history faculty. temporary world. Also listed as Anthropology 589. Course Type(s): none Course Type(s): HSNW, HSWLD HS 692 Cr. 3.0 HS 590 Cr. 3.0 History Masters Thesis II Paris, 1919: A World History Reading and research leading to significant written work Offers an examination of the Paris Peace Conference fol- under the direction of a member of the history faculty. lowing World War One taking into account the ideologies Course Type(s): none and global themes of the time. Of particular interest, the course will examine nationalism, imperialism, state forma- HS CPE Cr. 0.0 tion, militarism, and racism. Course Type(s): HSWLD History Comprehensive Exam History Comprehensive Exam HS 591 Cr. 3.0 Course Type(s): none Graduate Seminar in the Modern History of Islamic HS THD Cr. 0.0 Peoples Thesis Defense Selected topics in Islamic history in the Middle East, Course Type(s): none North Africa, and some areas of the Balkan Peninsula; political, social, and intellectual change, the rise of nation states, and cultural interaction with the West. HOMELAND SECURITY Course Type(s): HSNW HLS 610 Cr. 3.0 HS 595 Cr. 3.0 Introduction to Homeland Security: Principles and History Internship/Practicum Policies Provides graduate students with the opportunity to gain Overview of homeland security basic management con- substantive career experience and build specific applied cepts, issues contributing to terroristic acts, and critical

A58 Monmouth University Appendix A: Course Descriptions

analysis of terrorist activities. homeland security operations, strategies, and policies in Effective Fall 2013. general. Explores the collaborative efforts of multiple dis- Course Type(s): none ciplines drawn from all levels of the public and private sectors, how they integrate with one another, and how HLS 620 Cr. 3.0 they collectively factor into the prevention of, response to, Terrorism: Causes and Consequences: The and recovery from major events. Conversely, it will Unconventional Threat enhance the students understanding of the various disciplines associated with homeland security including law Provides students with an in-depth examination of the enforcement, fire services, emergency management, unconventional threat of terrorism and its impact on the infrastructure custodians, the military, public health, and Homeland Security enterprise by exploring the overall phe- government administrators. nomena of terrorism as well as the complex motivations, Effective Fall 2013. ideologies, goals and tactics of various domestic and inter- Course Type(s): none national groups. Cultural, religious and economic influences on terrorism, and media impact, will be considered. Students will analyze these groups in light of historical, HLS 660 Cr. 3.0 contemporary and potential future acts of terrorism in order Psychology of Fear Management And Terrorism to understand the causes, consequences, and impact ter- Discusses the psychology of fear and provides students rorism has on our society. Balances out topical issues relat- with an in-depth examination of the psychological conse- ed to state terrorism, political terrorism, religious and apoc- quences of terrorism on a community. Students will be alyptic violence, the media and terrorism, weapons of mass exposed to the neurobiology of fear including predicators destruction, terrorist tactics and targeting, and the opera- of maladaptive/pathological response. tional and organizational dynamics of terrorism. Prerequisites: Homeland Security 610, 620, 630, and 640. Effective Fall 2013. Effective Fall 2013. Course Type(s): none Course Type(s): none

HLS 630 Cr. 3.0 HLS 670 Cr. 3.0 Intelligence for the Homeland Security Practitioner Constitutional Issues in Homeland Security Acquaints students with the concepts and practices Provides students with an in-depth examination of the US involved in the process of collecting, analyzing and evalu- Constitution and statutory authorities in the Homeland ating intelligence and in managing the intelligence func- Security Era. Students will analyze the manner in which tion, as well as the influence of intelligence in shaping the US Government balances public security and individ- homeland security decision making at the federal, state ual rights during homeland security crisis. Balances out and local levels. It examines the structures, roles, and topical issues related to national security threats and interactions of the foreign and domestic intelligence com- Constitutional and statutory authorities that impact funda- munities, the intelligence gathering and analysis of capa- mental freedoms in the Homeland Security Era. bilities of criminal justice and private sector entities, and Prerequisites: Homeland Security 610, 620, 630, and 640. the use of intelligence processes to support homeland Effective Fall 2013. security investigations, planning, and intelligence applica- Course Type(s): none tions to support strategic decision making. Effective Fall 2013. HLS 675 Cr. 3.0 Course Type(s): none Technology for Homeland Security Provides students with an overview of myriad technolo- HLS 640 Cr. 3.0 gies that have helped to shape the homeland security Multidisciplinary Approach to Homeland Security enterprise. Students will examine critical infrastructure Acquaints students with the concepts and practices and key resources threats and vulnerabilities that charac- among the various disciplines within the homeland securi- terize the homeland security operational environment. ty domain that provide the architecture for the nation’s Students will explore how past, present and emerging preparedness strategy. Provides an understanding of how technologies have been used and how they might be the law, constitution and interaction between the various used in the future. Balances out topical issues related to disciplines of homeland security and defense, in theory risk, perception of risk, technological capabilities, security, and practice affect the development and execution of cyber-attacks, health issues, legal issues that impact the

Monmouth University A59 Appendix A: Course Descriptions

homeland security. Students will explore elements of and emerging homeland security threats. Students will cyber terrorism and emerging technologies that can facili- prepare an evidence-based research paper that applies tate and strengthen capability specific national priorities in the core curriculum functions and competencies to a order to improve national preparedness. related homeland security issue. Prerequisites: Homeland Security 610, 620, 630, and 640. Prerequisites: Homeland Security 610, 620, 630, and 640. Effective Fall 2013. Effective Fall 2013. Course Type(s): none Course Type(s): none

HLS 680 Cr. 3.0 HLS 695 Cr. 3.0 Comparative Government for Homeland Security Policy Analysis and Research Methodology in Provides students with an in-depth examination of other Homeland Security countries homeland security governance and policies with Requires students to construct an original research pro- a focus on counterterrorism laws, security, law enforce- posal that critically analyzes one aspect of the Homeland ment, emergency response, and public health. Students Security field within the United States of America. To do will analyze other countries traditions, political and so, the course begins with a review of the tenets of sound bureaucratic institutions and policies that might inform the research in the social sciences and proceeds with the U.S. homeland security enterprise. Designed to provide development of a research proposal that includes the for- students with homeland security related lessons learned mulation of a research question and subsequent hypothe- and smart practices employed by other countries that if ses, a review of the pertinent literature, and the develop- adapted, scaled and measured to the vision, mission, and ment of a detailed methodology with which to conduct the purpose of a U.S. jurisdiction/organization might make research. Additional attention is devoted to the practical, safe and secure the Nation. ethical, and political issues that arise when conducting Prerequisites: Homeland Security 610, 620, 630, and 640. research and evaluation within the agencies, organiza- Effective Fall 2013. tions, practices, and policies that fall under the auspices Course Type(s): none of the Department of Homeland Security. Prerequisites: Homeland Security 610, 620, 630, and 640. HLS 685 Cr. 3.0 Effective Fall 2013. Strategic Plan for Homeland Security Course Type(s): none Provides students with an in-depth examination of strategic planning and especially as it relates to the homeland HLS 699 Cr. 3.0 security enterprise. Students will explore how organiza- Independent Study in Homeland Security tions identify, plan, and implement their strategy objec- Provides a students the opportunity to focus on a specific tives. Students will analyze past, current, and future area of interest within Homeland security. Research, homeland security strategy objectives and identify both reading and faculty-student communications will result in lessons learned and not learned. Students will develop a a significant written project. The supervising faculty mem- comprehensive strategic homeland security strategy to ber will meet weekly with the student to monitor progress make safe and secure the Nation. and provide feedback. Prerequisites: Homeland Security 610, 620, 630, and 640. Prerequisite: Prior permission of the selected faculty Effective Fall 2013. member, program director and chair. Effective Fall 2013. Course Type(s): none Course Type(s): none

HLS 690 Cr. 3.0 INFORMATION TECHNOLOGY Knowledge Into Practice: Homeland Security Capstone Course IT 500 Cr. 3.0 Provides students with a synthesis and evaluation of Information Technology Monmouth University’s Masters in Homeland Security Introduction to computer-based information management core curriculum functions and competencies: (1) Political, concepts that provide an integrated approach to personal legal, and managerial context of homeland security. (2) computer software in a Windows environment. These Technology and its applications to homeland security. (3) include: word processing, spreadsheet, database, presen- Research, program evaluation, and needs assessment tation graphics, and electronic communication applica- and their application to homeland security. (4) Current tions; information retrieval from the Internet and online

A60 Monmouth University Appendix A: Course Descriptions

library resources; fundamental computer literacy; and the includes practical implementation in C++ of numerical ethical and societal implications of computer technology. methods used in finance such as tree-based methods, Hands-on experience with a microcomputer in a net- finite differences, and Monte Carlo simulation. worked environment is provided for completion of individ- Prerequisite: Mathematics 501 passed with a grade of C- ual and group projects. This course is appropriate only for or higher. students from non-technology areas of study. Course Type(s): none Course Type(s): none MA 520 Cr. 3.0 IT 510 Cr. 3.0 Introduction to Financial Mathematics Internet Technology An introduction that combines the topics of finance to math- Introduction to integrated application software used for ematics. Topics include: introduction to pricing of derivative authoring and publishing Web sites. Applications include, securities markets; futures, swaps; options and bonds. preprogrammed software, markup programming and Prerequisite: Permission of the director of the MSFM or Internet scripting languages used to create Web pages. department chair. Network technologies and the fundamental concepts Course Type(s): none involved in creating a network and in facilitating network operation will also be introduced. Hands-on experience MA 530 Cr. 3.0 with a microcomputer on a networked system is provided Stochastic Calculus for completion of individual and group projects. This Exposes students to some of the techniques from sto- course is appropriate only for students from non-technolo- chastic analysis that are employed in mathematical gy areas of study. finance. This includes the importance in the revolution Prerequisite: Information Technology 500. that has taken place in the financial markets over the last Course Type(s): none twenty-five years. Topics include developing the relationship between Brownian motion and stochastic calculus. MARINE SCIENCES Prerequisite: Permission of the director of the MSFM or department chair. MS 598A Cr. 1.0 - 3.0 Course Type(s): none Special Topics in Marine Sciences Marine science education in the K-12 classroom. A brief MA 540 Cr. 3.0 history of marine science and education is followed by a Statistical Theory in Finance and Economics review of current marine education projects. Covers topics related to multiple regression techniques, Course Type(s): none including testing the assumptions required for each to be valid. This includes applications to yield curve smoothing, MATHEMATICS pricing, and investment models. Also covered are techniques for the analysis and modeling of time series data, MA 501 Cr. 3.0 forecasting and market risk measures. In addition, factor C++ for Numerical Applications analysis, structural equation modeling, and other multi- Teaches C++ in the UNIX/Cygwin development environ- variate techniques will be covered. ment. It specializes on practicalities of coding large appli- Prerequisites: Mathematics 520 and 530, both passed cations utilizing software libraries containing numerical with a grade of C- or higher. methods such as LAPACK/TNT/GSL and data structures Course Type(s): none such as STL. Prerequisite: Permission of the director of the MSFM or MA 550 Cr. 3.0 department chair. Computation and Simulation in Finance Course Type(s): none Teaches the most fundamental aspect of financial mathematics and numerical implementation from a practical MA 510 Cr. 3.0 business. Topics include Black Scoles equations; Tree Numerical Methods for Financial Mathematics based and Monte Carlo methods. Products. Teaches numerical methods aimed at implementing the Prerequisites: Mathematics 520 and 530, both passed mathematics developed in financial engineering. This with a grade of C- or higher. Course Type(s): none

Monmouth University A61 Appendix A: Course Descriptions

MA 595 Cr. 3.0 health beliefs and practices; ethical dilemmas. Investigate Financial Mathematics Practicum factors, such as access to care, health and social policy, Team work on substantial projects submitted by corporate healthcare finance and economics, and legislative influ- sponsors. Students address practical quantitative prob- ences on health. lems from first formulation to final presentation, making Course Type(s): NU.EL, TPS full use of their modeling and computing skills. Projects will result in a final written report, formal defense, and NU 509 Cr. 3.0 presentation to corporate sponsor, faculty and other stu- Health Informatics and Concepts for Advanced dents in the course. Nursing Practice Prerequisites: Finance 511 and Mathematics 540, both Overview of applied knowledge of information systems, passed with a grade of C- or higher, and permission of computers, and technology in direct healthcare. the director of the MSFM or department chair. Computer, information, and health literacy related to nurs- Course Type(s): none ing informatics. A review of methodology of analyzing, for- malizing, and processing information through computers MA 598 Cr. 3.0 that influence clinical practice, management, education, Special Topics in Mathematics and research. Overview of qualitative and quantitative The subject matter varies with the interest of the students approaches to knowledge development in nursing. and the professor teaching the course. The exact nature Concepts and theories in nursing and related disciplines of the topic covered in any given semester is indicated in to enhance evidence based practice. the student’s transcript. For the course to count for credit Prerequisite: Nursing 512. toward a particular graduate program outside mathemat- Course Type(s): NU.EL ics, prior permission of the chair of graduate studies in that program must also be obtained. NU 510 Cr. 3.0 Course Type(s): none Knowledge Development in Nursing History and philosophy of science and nursing science; MA 599 Cr. 3.0 techniques for concept analysis and knowledge develop- Independent Study in Mathematics ment; examination of nursing conceptual models used to Independent study in a topic not substantially treated in a develop nursing knowledge, research, and practice; regular graduate course; weekly consultation. Prior per- review and analysis of concepts and relational statements mission of directing professor and the chair of the depart- for the development of nursing knowledge. ment is required. For the course to count for credit toward Course Type(s): none a particular graduate program outside mathematics, prior permission of the chair of graduate studies in that pro- NU 512 Cr. 3.0 gram must also be obtained. Nursing Research for Advanced Nursing Practice Course Type(s): none Critical appraisal of the role of nursing research and research methods of inquiry in the development of nurs- MUSIC ing theory and practice. Qualitative and quantitative research methods; research designs; measurement theo- MU 599 Cr. 1.0 - 3.0 ry and strategies; methods of data analysis; read, critique Independent Study in Music and write research reports; ethics, application of research Reading and research on a selected topic under the techniques for outcomes evaluation and evidence-based direction of a Music department faculty member. practice. Course Type(s): none Prerequisite: Nursing 509. Course Type(s): none NURSING NU 514 Cr. 3.0 NU 508 Cr. 3.0 Data Management for Advanced Nursing Practice Planning for and collection of outcome data; preparation of Factors Affecting Healthcare I data for hypothesis testing; use of the SPSS statistical Examine models and contexts for health promotion and computer package for data management and analysis; disease prevention; examine the influence of culture on selection and interpretation of appropriate parametric and

A62 Monmouth University Appendix A: Course Descriptions

nonparametric descriptive and inferential statistics for out- variations. Application of techniques is practiced in the come evaluation. Quantitative and qualitative data analysis. college laboratory and with clients in outside agencies. Prerequisites: Nursing 509 and 512. Students translate assessment data into differential diag- Course Type(s): none nosis and interpret laboratory and diagnostic data. Relationship of health assessment to the role and respon- NU 518 Cr. 3.0 sibilities of the nurse is examined. Education and Motivation of Nursing Clients Prerequisite: Biology or Nursing 521. Role of the nurse in fostering health promotion via educa- Course Type(s): none tion of clients, families, and professional colleagues. Essential factors for successful teaching and learning. NU 540 Cr. 3.0 Motivating the client to make behavioral changes to pro- Pharmacology for Advanced Practice Nursing mote health and development. Development, presenta- Historical perspective, legal regulations and standards, tion, and evaluation of a formal teaching plan. the Controlled Substances Act; pharmacokinetics; phar- Course Type(s): NU.EL macodynamics; choice and use of pharmacotherapeutics; nursing responsibilities in drug prescription; client educa- NU 521 Cr. 3.0 tion with respect to drug-desired effects, side effects, Pathophysiology and Histology interactions, toxicity, dependence, and addiction. Students Focuses on pathogenesis of selected diseases leading to must earn a minimum grade of B- in the course. Students alterations of body structure and functions across the life who receive less than a B- will be required to repeat the span. Emphasizes the laboratory identification of verte- course no more than once. A second grade below a B- brate tissue. Students must earn a minimum of a B- in the will make students ineligible to continue in programs course. Students who receive less than a B- will be requiring this course. required to repeat the course. Students will be allowed to Course Type(s): none repeat the course no more than once. A second grade below a B- will make students ineligible to continue in pro- NU 541 Cr. 3.0 grams requiring this course. Also listed as Biology 521. Primary Care Course Type(s): none Aspects of advanced health assessment, clinical reasoning, and diagnostic skills necessary to manage common NU 524 Cr. 3.0 stable, chronic, and episodic alterations in health. Various Pharmacology for Advanced Nursing Practice advanced nursing practice roles in health care, ethical Historical perspective, legal regulations and standards, and legal issues in clinical practice, application of the Controlled Substances Act; pharmacokinetics; phar- research-based clinical outcomes, promotion and mainte- macodynamics; choice and use of pharmacotherapeutics; nance of health, disease prevention and treatment modal- nursing responsibilities in drug prescription; client educa- ities for individuals are explored. Content is presented in tion with respect to drug-desired effects, side effects, weekly clinical case studies related to common alterations interactions, toxicity, dependence, and addiction. Students in health. Factors influencing health care systems, pat- must earn a minimum grade of B- in the course. Students terns of human responses, cultural and epidemiological who receive less than a B- will be required to repeat the influences will be discussed in weekly clinical case stud- course no more than once. A second grade below a B- ies. Performing assessments and screenings related to will make students ineligible to continue in programs common alterations in health are also included in a week- requiring this course. ly, faculty-supervised clinical practice. Course Type(s): none Prerequisites: Nursing 521, 524, and 535. Corequisite: Nursing 542. NU 535 Cr. 3.0 Course Type(s): none Advanced Health Assessment NU 542 Cr. 1.0 Theory and practice of health assessment skills, identification of deviations from the normal and documentation Primary Care Laboratory of findings are refined. Advanced-level assessment This clinical course is designed to be taken with the lecture includes the comprehensive history, physical, and psycho- component of NU 541. Aspects of advanced health assess- logical variations of the client. The client is viewed holisti- ment, clinical reasoning, and diagnostic skills necessary to cally, incorporating cultural, nutritional, and developmental manage common stable, chronic, and episodic alterations

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in health. Various advanced nursing practice roles in health chomotor domains as they relate to education. care, ethical and legal issues in clinical practice, application Course Type(s): none of research-based clinical outcomes, promotion and maintenance of health, disease prevention and treatment NU 564 Cr. 3.0 modalities for individuals are explored. Content is present- Curriculum Development and Instruction in Nursing ed in weekly clinical case studies related to common alter- Education ations in health. Factors influencing health care systems, The primary focus of this course is the process of curricu- patterns of human responses, cultural and epidemiological lum development in nursing. Factors influencing curricu- influences will be discussed in weekly clinical case studies. lum development, the process of curriculum development Performing assessments and screenings related to com- and evaluation methods are emphasized. Instruction and mon alterations in health are also included in a weekly, fac- evaluation in didactic nursing courses and clinical experi- ulty-supervised clinical practice. ences are addressed. Individuals completing this course Prerequisites: Nursing 521, 524, and 535. will be prepared for the role of nurse educator in academ- Corequisite: Nursing 541. ic settings. Course Type(s): none Prerequisite: Nursing 518. Course Type(s): none NU 543 Cr. 3.0 Diagnosis and Treatment of Psychopathology NU 566P Cr. 3.0 Provides the basic foundations of clinical management of Nurse Educator Practicum common psychiatric/mental health problems in adults. For Focuses on the application of teaching and learning prin- students in Adult Psychiatric Mental Health APN track. ciples in academic and clinical settings. Instruction and Corequisite: Nursing 544. evaluation in didactic nursing courses and clinical experi- Course Type(s): none ences are applied in nursing programs providing generic nursing education, in cooperation with a preceptor. NU 544 Cr. 1.0 Corequisite: Nursing 566S. Diagnosis and Treatment of Psychopathology Course Type(s): none Clinical Laboratory Provides the basic foundations of clinical management of NU 566S Cr. 3.0 common psychiatric/mental health problems in adults. Nurse Educator Seminar The student will deliver mental health care to adults with Provides a forum for reflection on student teaching expe- mental health problems including collection of subjective riences in the classroom and clinical settings. Through and objective data using the techniques of interview; discussion and sharing, students refine the application of establishing a psychiatric diagnosis utilizing the DSMIV- theory and research to practice as an educator. Topics TR classification system, completing an initial psychiatric relevant to the academic faculty role and current issues in assessment and identifying psychopharmacologic inter- nursing education are explored. ventions as appropriate. Establishment of collaborative Corequisite: Nursing 566P. role with other health care providers. Course Type(s): none Corequisite: Nursing 543. Course Type(s): none NU 575 Cr. 3.0 NU 562 Cr. 3.0 Issues in Forensic Nursing The principles of forensic science and forensic nursing Tests and Measures will be introduced. The advanced practice role of the Considers evaluation methods related to norm-referenced forensic nurse and the use of nursing process in forensic and criterion-referenced evaluation methods in education. decision making for the management of victims of crimes Students will investigate criteria used to develop reliable and their perpetrators are illustrated. The relationship and valid evaluation measures. Current issues and between various sociocultural factors and psychosocial research related to educational testing instruments, alter- issues related to violent crimes are analyzed. Additionally, natives to standardized evaluation methods, and outcome philosophies of clinical forensics are identified. Roles of measurement in education will be discussed. Students the nurse in forensic science and scopes and standards will explore measurement theory and evaluate measures of forensic nursing practice are discussed. Techniques in that are used to identify cognitive, affective, and psy- collection of forensic evidence and preservation are

A64 Monmouth University Appendix A: Course Descriptions

demonstrated. Ethical responsibilities of the forensic nurs- as sexual assault examiners, educators, nurse coroners, es’ responsibilities in the identification, prevention, and death investigators, correctional nurses, and clinical spe- treatment of victims of violent crime are recognized. cialists in pediatrics, gerontology, and domestic violence. Course Type(s): none Issues addressing systematic analysis of pertinent data, and the physical/psychological issues related to forensic NU 576 Cr. 3.0 nursing and pathology will be discussed in seminar and Interpersonal Violence reinforced in clinical practicum. Identification of outcomes Examines the various types and patterns of violence and plans of action that provide effective coordination and related to cultural values, beliefs, biases and societal communication in managing clients will be addressed. A issues, as well as the historical perspective of violence. scientific and conceptual knowledge of nursing, forensic Content includes: family, community, youth, and work- and criminal justice will assist students to recognize place violence, child, domestic, elder and sexual abuse. appropriate techniques for the identification, prevention, Theories concerning gender violence, gangs, bias and and management of victims of violent crime, as well as hate crimes, and terrorism are challenged. Public health collection, preservation and documentation of evidence and health care issues related to violence, and primary, as identified in scopes and standards of forensic nursing secondary, and tertiary level interventions for victims and practice. Students will attend a one hour weekly seminar offenders of violence are discussed. Individual responsi- and a weekly eight hour clinical practicum. bilities associated with identification and reporting vio- Prerequisites: Nursing 521, 535, 543, 575, 576, and lence are identified. Health care measures to identify and Criminal Justice 585. prevent violence are analyzed. Methods of treatment for Corequisite: Nursing 578P. victims and perpetrators of violence are evaluated. Course Type(s): none Course Type(s): NU.EL NU 585 Cr. 3.0 NU 578P Cr. 2.0 School Nursing I Forensic Nursing Practicum Examines and analyzes the role of the school nurse as Students will work in an interdisciplinary team or with indi- health care provider, health educator, health counselor, viduals in forensic arenas as they apply forensic theory child advocate in the school community, and interdiscipli- and research in forensic nursing practice. Appropriate nary team member. Explores financial, legal, and adminis- techniques for identifying, collecting and documenting per- trative issues as they relate to school nursing. Reviews tinent data will be reinforced through clinical practice in a normal growth and developmental patterns. Describes forensic arena. Under the supervision and guidance of a common health problems, special needs, and interven- clinical preceptor, students will identify outcomes and tions appropriate for school nurses. plans of action for effective coordination and communica- Course Type(s): none tion among professionals and clients as a means to learn appropriate techniques for the identification, prevention, NU 586 Cr. 3.0 and management of victims of crime and trauma. Students School Nursing II will develop expertise in the collection, preservation and A continuation of the examination and analysis of the role documentation of evidence as identified in scopes and of the school nurse as healthcare provider, health educa- standards of forensic nursing practice. Individual experi- tor, health counselor, and interdisciplinary team member. ences are arranged in conjunction with students’ goals for An expansion of the role of the nurse as child advocate in practice. Students will attend a one-hour weekly seminar the community and as public health nurse. Explores and a weekly eight-hour clinical practicum. external and internal environmental influences that impact Prerequisites: Nursing 521, 535, 543, 575, 576, and on the health of children. Criminal Justice 585. Course Type(s): none Corequisite: Nursing 578S. Course Type(s): none NU 587P Cr. 2.0 Practicum: School Nurse I NU 578S Cr. 1.0 Introduction to the clinical experience for the School Forensic Nursing Seminar Nurse. The student has his/her clinical experience in the Explores forensic theory and research and their applica- school nurse’s office where he/she takes an active part in tion to forensic nursing practice. Forensic nurses practice school health services, physical assessments, organiza-

Monmouth University A65 Appendix A: Course Descriptions

tion and administration of the school health program as NU 621 Cr. 3.0 outlined in NJAC 6A:9 Professional Licensure and Advanced Practice Nursing I: Adult Gerontology Standards of the NJ Board of Education Standards. Detailed study analysis of health problems of the adult, Prerequisite: Nursing 585. including pathophysiology, strengths and weaknesses of Corequisite: Nursing 587S. assessment data collection, diagnostic process, planning, Course Type(s): none intervention, and evaluation. Interview and physical examination techniques for collecting subjective and objective NU 587S Cr. 2.0 data from the adult client in the primary care setting; Seminar: School Nurse I deriving nursing diagnoses; planning care for acute and Discusses the school nurse’s role as a health care chronic illness using community resources; use of com- provider, health counselor, administrator and member of munication for health teaching, counseling, and motivat- the interdisciplinary school team. Students that are ing clients for positive health maintenance. Expansion of employed as a school nurse should take this two- credit traditional nursing role to the advanced practice nurse seminar to fulfill the New Jersey Board of Education’s (APN) role through the incorporation of the fundamental requirement of a minimum six semester-hour credits in patterns of knowing; empirics, aesthetics, personal knowl- school nursing, including school health services, physical edge, and ethics. A process driven course which will assessments, organization and administration of the require extensive reading in the student’s specialty area. school health program. Prerequisites: Nursing 521, 524, 535, 541, and 542. Prerequisite: Nursing 585. Corequisites: Nursing 622P and 622S. Corequisite: Nursing 587P. Course Type(s): none Course Type(s): none NU 622P Cr. 3.0 NU 588P Cr. 2.0 Advanced Practice Nursing Practicum I: Adult- Practicum: School Nurse II Gerontology A continuation of the clinical experience for the School Delivery of primary health care to adults with common Nurse. The student functions in the role of the School health problems, including collection of subjective and Nurse as a Health Educator. objective data using the techniques of interview and phys- Prerequisites: Nursing 586, 587S, and Health 584. ical examination; deriving nursing diagnoses, planning Corequisite: Nursing 588S. care for acute and chronic illness using community Course Type(s): none resources; use of communication for health teaching, counseling, and motivating clients for positive health NU 588S Cr. 2.0 maintenance. Establishment of collaborative role with Seminar: School Nurse II other health care providers. Discusses the school nurse’s role as a health educator. Corequisites; Nursing 621 and 622S. Prerequisites: Nursing 586, 587S, and Health 584. Course Type(s): none Corequisite: Nursing 588P. Course Type(s): none NU 622S Cr. 1.0 Advanced Practice Nursing Seminar I: Adult - NU 598 Cr. 3.0 Gerontology Special Topics in Nursing Discuss the delivery of primary health care to adults with Allows students to study a specific aspect of nursing. The common health problems, including collection of subjec- subject matter varies from semester to semester and tive and objective data using the techniques of interview depends on the professor who teaches the course. and physical examination; deriving nursing diagnoses; Course Type(s): none planning care for acute and chronic illness using community resources; use of communication for health teaching, counseling, and motivating clients for positive health NU 599 Cr. 1.0 - 4.0 maintenance. Establishment of collaborative role with Independent Study in Nursing other health care providers. Independent study (theory and/or practica) in a special- Corequisites: Nursing 621 and 622P. ized area of interest to the student. Weekly consultations Course Type(s): none with supervising faculty member. Course Type(s): none

A66 Monmouth University Appendix A: Course Descriptions

NU 623 Cr. 3.0 pathophysiology, strengths and weaknesses of assessment Advanced Practice Nursing II: Adult - Gerontology of data collection, diagnostic process, planning, interven- Detailed case study analysis of health problems of the tion, and evaluation. Interview and physical examination adult, including pathophysiology, strengths and weakness- techniques for collecting subjective and objective data in es of assessment data collection, diagnostic process, the primary care setting; deriving nursing diagnoses; plan- planning, intervention, and evaluation. Expansion of tradi- ning care for acute and chronic illness in culturally diverse tional nursing role to the advanced practice nurse (APN) populations utilizing community resources; use of commu- role through the incorporation of the fundamental patterns nication for health teaching and counseling and to motivate of knowing: empirics, aesthetics, personal knowledge, and clients for positive health maintenance with be explored. ethics. A process-driven course which will require exten- Expansion of traditional nursing role to the advanced prac- sive reading in the student’s specialty area. An extension tice nurse (APN) role through the incorporation of evi- of Advanced Practice Nursing I: Adult-Gerontology. dence-based practice, personal knowledge, and ethics will Prerequisite: Nursing 621. be discussed. A process-driven course which will require Corequisites: Nursing 624P and 624S. extensive reading in the student’s specialty area. Course Type(s): none Prerequisite: Nursing 521, 524, 535, 541, and 542. Corequisites: Nursing 632P and 632S. NU 624P Cr. 3.0 Course Type(s): none Advanced Practice Nursing Practicum: Adult- Gerontology NU 632P Cr. 3.0 Delivery of primary health care to adults and adolescents Advanced Practice Nursing Practicum I: Family with common health problems, including collections of Delivery of primary health care to adults with common subjective and objective data using the techniques of health problems, including collection of subjective and interview and physical examination; deriving nursing diag- objective data using the techniques of interview and phys- noses; planning care for acute and chronic illness using ical examination; deriving nursing diagnoses; planning community resources; use of communication for health care for acute and chronic illness using community teaching, counseling, and motivating clients for positive resources; use of communication for health teaching, health maintenance. Establishment of collaborative role counseling and motivating clients for positive health main- with other health care providers. tenance. Establishment of collaborative role with other Prerequisites: Nursing 621, 622S, and 622P. health care providers. Corequisites: Nursing 623 and 624S. Corequisites: Nursing 631 and 632S. Course Type(s): none Course Type(s): none

NU 624S Cr. 1.0 NU 632S Cr. 1.0 Advanced Practice Nursing Seminar II: Adult- Advanced Practice Nursing Seminar I: Family Gerontology Discuss the delivery of primary health care to adults with common health problems, including collection of subjec- Discuss the delivery of primary health care to adults and tive and objective data using the techniques of interview adolescents with common health problems, including col- and physical examination; deriving nursing diagnosis; lection of subjective and objective data using the tech- planning care for acute and chronic illness using commu- niques of interview and physical examination; deriving nity resources; use of communication for health teaching, nursing diagnoses; planning care for acute and chronic ill- counseling and motivating clients for positive health main- ness using community resources; use of communication tenance. Establishment of collaborative role with other for health teaching, counseling, and motivating clients for health care providers. positive health maintenance. Establishment of collabora- Corequisites: Nursing 631 and 632P. tive role with other health care providers. Course Type(s): none Prerequisites: Nursing 621, 622S, and 622P. Corequisites: Nursing 623 and 624P. Course Type(s): none NU 633 Cr. 3.0 Advanced Practice Nursing II: Family NU 631 Cr. 3.0 Detailed case study analysis of health problems, including Advanced Practice Nursing I: Family pathophysiology, epidemiology, strengths and weaknesses of assessment of data collection, diagnostic process, plan- Detailed case study analysis of health problems, including

Monmouth University A67 Appendix A: Course Descriptions

ning, intervention, and evaluation. Interview and physical es of assessment of data collection, diagnostic process, examination techniques for collecting subjective and planning, intervention, and evaluation. Interview and objective data in primary, acute and long term care set- physical examination techniques for collecting subjective tings; deriving nursing diagnoses; planning care for acute and objective data in pediatric care, both acute and and chronic illness in culturally diverse populations utilizing chronic illness in culturally diverse pediatric populations community resources; using communication for health utilizing community resources; using communication for teaching and counseling and to motivate clients for posi- health teaching and counseling and to motivate clients for tive health maintenance. Expansion of traditional nursing positive health-maintenance. Expansion of traditional role to the advanced practice nurse (APN) role through the nursing role to the advanced practice nurse (APN) role incorporation of evidence-based practice, personal knowl- through the incorporation of evidence based practice, per- edge, and ethics. A process-driven course which will sonal knowledge, and ethics. The course is process-driv- require extensive reading in the student’s specialty area. en and will require extensive reading in the student’s spe- Prerequisite: Nursing 631. cialty area. Corequisites: Nursing 634P and 634S. Corequisite: Nursing 635P. Course Type(s): none Course Type(s): none

NU 634P Cr. 3.0 NU 635P Cr. 1.0 Advanced Practice Nursing Practicum II: Family Advanced Practice Nursing Pediatrics Practicum A continuation of NU 632. Delivery of health care to the Deliver primary care to pediatric clients with common child, pregnant couple, and adults with complex health health problems including collection of subjective and problems, including collection of subjective and objective objective data using the techniques of interview and phys- data using the techniques of interview and physical exami- ical examination; diagnose and plan care for acute and nation; deriving nursing diagnoses; planning care for acute chronic illness in culturally diverse pediatric populations and chronic illness using community resources; use of utilizing community resources; use communication skills communication for health teaching, counseling and motivat- for health teaching and counseling and to motivate pedi- ing clients for positive health maintenance. Establishment atric clients and their families for positive health-mainte- of collaborative role with other health care providers. nance. Expand the traditional nursing role to the Prerequisites: Nursing 631, 632S and 632P. advanced practice nurse (APN) role through the incorpo- Corequisites: Nursing 633 and 634S. ration of evidence based practice, personal knowledge, Course Type(s): none and ethics. Establish collaborative relationships with other health care providers for comprehensive care. NU 634S Cr. 1.0 Corequisite: Nursing 635. Advanced Practice Nursing Seminar II: Family Course Type(s): none This course is a continuation of NU 632. Discussion of delivery of health care to the child, pregnant couple, and NU 661 Cr. 3.0 adults with complex health problems that include, collec- Nursing Administration I tion of subjective and objective data using the techniques Students are socialized into the middle-level management of interview and physical examination; deriving nursing and administration roles by examination of the administra- diagnoses; planning care for acute and chronic illness tive process in a variety of health care organizations. using community resources; use of communication for Students are expected to assess, plan, develop, evaluate, health teaching, counseling and motivating clients for pos- and refine their effectiveness as managers and leaders of itive health-maintenance. Establishment of collaborative nursing and patient care services. By synthesizing infor- role with other health care providers. mation from previous coursework, management theories, Prerequisites: Nursing 631, 632S and 632P. and relevant research, students will be able to apply Corequisites: Nursing 633 and 634P. themselves to the management/administration roles. Course Type(s): none Corequisites: Nursing 662P and 662S. Course Type(s): none NU 635 Cr. 2.0 Advanced Practice Nursing Pediatrics NU 662P Cr. 2.0 Detailed case study analysis of health problems including Nursing Administration I Practicum pathophysiology, epidemiology, strengths and weakness- Students observe and participate in the middle- level man-

A68 Monmouth University Appendix A: Course Descriptions

agement/administrative process in a variety of health care NU 664S Cr. 1.0 organizations. For the required practicum, the student Nursing Administration II Seminar selects a nursing service compatible with the student’s Students analyze the Human Resource role and the nurs- individual goals. Socialization into the middle management ing case management role and their relationship to nurs- and administrative roles permit students to assess, plan, ing administration. Students build on the information implement, and refine their skills as beginning practitioners obtained in Nursing Administration Seminar I. Students as managers and leaders of nursing and patient care serv- assess, plan, and implement their effectiveness as admin- ices. Corequisites: Nursing 661 and 662S. istrative-level nursing personnel and delve into the knowl- Course Type(s): none edge required to comprehend the role of case management and human resources and their relation to nursing NU 662S Cr. 1.0 administration. Nursing Administration I Seminar Prerequisites: Nursing 661, 662S, and 622P. Students analyze the middle level-management/adminis- Corequisites: Nursing 663 and 664P. trative process in a variety of health care organizations. Course Type(s): none Socialization into the middle management and administrative roles permit students to assess, plan, implement, and NU 669 Cr. 3.0 refine their skills as beginning practitioners as managers Family Psychiatric/Mental Health Nursing I: and leaders of nursing and patient care services. Practice with Children and Adolescents Corequisites: Nursing 661 and 662P. Examines psychological theories, assessment techniques Course Type(s): none and psychopharmacologic interventions for working directly with children, adolescents, and their caretakers. NU 663 Cr. 3.0 Emphasizes evidence-based interventions that address Nursing Administration II diverse groups of children or adolescents within their Students are prepared to practice in the role of middle- social contexts(e.g., peer group, school, family, neighbor- level administration and nursing case manager. Students hood). Special attention will be given to issues of diversity will build on the information obtained in Nursing as it relates to building therapeutic relationships and inter- Administration I. In addition, nurses will learn the role of vening with children, adolescents and their families. the nursing case manager. Students learn how to provide Treatment planning and specific methodologies for work- quality health care along a continuum, decrease fragmen- ing therapeutically with children and adolescents, stu- tation of care across multiple settings, enhance the dents will be placed in clinical sites concurrently with this client’s quality of life, and address issues concerning cost course (NU 670). containment. Communication and collaboration tech- Prerequisites: Nursing 521, 524, 535, 543, and 544. niques are utilized to assess, plan, implement, coordinate, Corequisites: Nursing 670P and 670S. monitor and evaluate the options and services available Course Type(s): none to meet individual health needs. Prerequisites: Nursing 661 and 662S and 662P. NU 670P Cr. 2.0 Corequisites: Nursing 664P and 664S. Family Psychiatric/Mental Health Nursing I: Course Type(s): none Practice with Children and Adolescents Practicum Delivery of mental health care to children and adoles- NU 664P Cr. 2.0 cents with mental health problems including collection of Nursing Administration II Practicum subjective and objective data using the techniques of Students observe and participate in the human resources interview; deriving psychiatric diagnoses; deriving nursing and the nursing case management roles. Students build diagnoses; planning care for acute and chronic mental on the information obtained in Nursing Administration I. health issues using community resources; use of inter- Students investigate the integration of the nursing admin- ventions including short term problem focused psy- istrator role and human resource elements and observe chotherapy, group therapy and psychopharmacologic the relationship through direct observation of the HR staff modalities. Establishment of collaborative role with other and the Executive Team. health care providers. Prerequisites: Nursing 661, 662S and 662P. Prerequisites: Nursing 521, 524, 535, 543, and 544. Corequisites: Nursing 663 and 664S. Corequisite: Nursing 669 and 670S. Course Type(s): none Course Type(s): none

Monmouth University A69 Appendix A: Course Descriptions

NU 670S Cr. 1.0 NU 672S Cr. 1.0 Family Psychiatric/Mental Health Nursing I: Advanced Practice Psychiatric/Mental Health Practice with Children and Adolescents Seminar Nursing Seminar I Delivery of mental health care to children and adoles- Delivery of mental health care to adults with mental health cents with mental health problems including collection of problems, including collection of subjective and objective subjective and objective data using the techniques of data using the techniques of interview; deriving psychi- interview; deriving psychiatric diagnoses; deriving nursing atric diagnoses; deriving nursing diagnoses; planning diagnoses; planning care for acute and chronic mental care for acute and chronic mental health issues using health issues using community resources; use of inter- community resources; use of interventions including short ventions including short term problem focused psy- term problem focused psychotherapy, group therapy and chotherapy, group therapy and psychopharmacologic psychopharmacologic modalities. Establishment of collab- modalities. Establishment of collaborative role with other orative role with other health care providers. health care providers. Corequisites: Nursing 671 and 672P. Prerequisites: Nursing 521, 524, 535, 543, and 544. Course Type(s): none Corequisites: Nursing 669 and NU 670P. Course Type(s): none NU 673 Cr. 3.0 Advance Practice Psychiatric/Mental Health NU 671 Cr. 3.0 Nursing 2 Advanced Practice Psychiatric/ Mental Health Builds upon the foundation course NU 671. As clinicians Nursing I there is an ever-pressing need to interpret theory and Focuses on advanced knowledge of psychiatric/mental engage in practice inclusively. Examines how clients’ lives health nursing. Assessment, treatment planning and ther- are affected by larger societal structures. This course will apeutic interventions with individuals, families and groups examine modalities and ways to intervene with clients will be introduced. Offers various treatment models with a true sensitivity and understanding of issues of race, including the classic schools and current developments in culture, gender, religion and sexual orientation. Each ther- individuals, families and groups. Each therapeutic modali- apeutic modality will be presented using key concepts, an ty will be presented using key concepts, an explanation of explanation of the therapeutic process and application of the therapeutic process and application of techniques. In techniques. In view of the reliance on direct practice view of the reliance on direct practice experiences with experiences with individuals, families and groups, stu- individuals, families and groups, students will be placed in dents will be placed in clinical sites concurrently with this clinical sites concurrently with the courses Nursing 672P course (NU 674). and 672S. Prerequisites: Nursing 671, 672P and 672S. Prerequisites: Nursing 521, 535, 543 and 544. Corequisites: Nursing 674P and 674S. Corequisites: Nursing 672P and 672S. Course Type(s): none Course Type(s): none NU 674P Cr. 3.0 NU 672P Cr. 3.0 Advanced Practice Psychiatric Mental Health Advanced Practice Psychiatric/Mental Health Nursing Practicum II Practicum I A continuation of NU 672P. Delivery of mental health care Delivery of mental health care to adults with mental health to adults with mental health problems, including collection problems, including collection of subjective and objective of subjective and objective data using the techniques of data using the techniques of interview; deriving psychi- interview; deriving psychiatric diagnoses; deriving nursing atric diagnoses; deriving nursing diagnoses; planning diagnoses; planning care for acute and chronic mental care for acute and chronic mental health issues using health issues using community resources; use of inter- community resources; use of interventions including short ventions including short term, problem-focused psy- term problem focused psychotherapy, group therapy and chotherapy, group therapy and psychopharmacologic psychopharmacologic modalities. Establishment of collab- modalities. Establishment of collaborative role with other orative role with other health care providers. health care providers. Corequisites: Nursing 671 and 672S. Prerequisites: Nursing 671, 672P and 672S. Course Type(s): none Corequisites: Nursing 673 and 674S. Course Type(s): none

A70 Monmouth University Appendix A: Course Descriptions

NU 674S Cr. 1.0 NU 702 Cr. 3.0 Advanced Practice Psychiatric Mental Health Health Promotion in Diverse Populations Nursing Lab and Seminar II Examines the influence of culture on nursing care deliv- A continuation of NU 672S. Delivery of mental health care ery. Explores the DNP’s role in providing culturally appro- to adults with mental health problems, including collection priate care for increasingly diverse populations. The focus of subjective and objective data using the techniques of of the course is on global health issues, factors affecting interview; deriving psychiatric diagnoses; deriving nursing health, disparities in health care and infrastructure of pop- diagnoses; planning care for acute and chronic mental ulations. Student’s will utilize evidence-based research to health issues using community resources, use of inter- analyze various social, cultural, and economic factors that ventions including short-term, problem focused psy- impact health, illness and the perceptions/behaviors of chotherapy, group therapy and psychopharmacologic diverse ethnic and minority groups as they relate to health modalities. Establishment of collaborative role with other promotion. Content includes an examination of social, health care providers. psychological, and cultural theories, a review of current Prerequisites: Nursing 671, 672S and 672P. research about health and illness beliefs/behaviors, and Corequisites: Nursing 673 and 674P. the development of health promotion strategies to Course Type(s): none improve care provided to individuals, aggregates and populations. NU SANE Cr. 0.0 Course Type(s): none Sexual Assault Nurse Examiner Provides basic theoretical and forensic principles to treat NU 703 Cr. 3.0 victims of sexual crimes by introducing standards of prac- Epidemiology and Genetics/Genomics tice for the sexual assault nurse examiner (SANE) as out- Explores key features of Epidemiological and Genetic lined for SANE certification. Standards and principles of concepts and theories in relation to populations. nursing practice will be applied to the practice of various Epidemiological principles will be examined in relation to areas of expertise held by SANE nurses. Forensic evalua- public health issues to plan and evaluate strategies to tion may include victims of all ages and ethnic and socioe- prevent illness and study diseases. Provides investigation conomic backgrounds within a framework of community into regional and national databases regarding health dis- and agency policies, procedures and protocols. Using the parities, disease entities and genetic problems. Enables nursing process in the investigation of sexual assault and the student to identify risk factors for genetic disease and in the promotion and restoration of psychological, biologi- determine optimal treatment approaches to clinical prac- cal, and social health of survivors of sexual assault or tice utilizing evidence-based practice. The student will abuse will be introduced. History and physical examina- explore the influence of genetics and genomics on human tion, crisis intervention, identifying and collecting evidence, diseases as they relate to the ethical, legal and financial treating and counseling victims will be discussed. responsibilities of the advanced practice nurse. Course Type(s): none Course Type(s): none

NU 701 Cr. 3.0 NU 704 Cr. 3.0 Translating Evidence to Clinical Practice Issues in Aging Components central to the concept of evidence-based prac- Explores concepts and principles of aging using a sys- tice are introduced and emphasis is placed on evaluating tems approach to examine chronic disease, variations in systematically, research and evidence from multiple presentation of the aged in disease, and evidence-based sources. Critical appraisal of evidence utilizing clinical infor- practice implications for health promotion, education, matics, databases, multidisciplinary best practices, and sys- health care interventions and ethical, legal and practice tematic reviews of randomized clinical trials will be included responsibilities of the nurse in advanced practice. in an approach to a clinical question or problem for a prac- Healthcare delivery systems and barriers to health care tice change. Strategies for creating a culture of evidence- access among older adults will be examined. Leadership based practice for individuals and clinical systems will be roles in creating change and implementing models of care explored. Tools for diffusing the change or innovation are for aging populations are incorporated. included. The concept of translational science will prepare Course Type(s): none students to begin formulation of a capstone project. Course Type(s): none

Monmouth University A71 Appendix A: Course Descriptions

NU 715 Cr. 3.0 benefit analyses as they relate to the DNP role. The prac- Organizational Leadership in Health Care tical application of management of financial resources, Examines organizational systems and processes that tools for decision making and communication strategies emphasize the demand for clinical practice leadership, will be integrated. improvement of health outcomes and ensured patient Course Type(s): none safety. Students are provided the tools to develop expertise in assessing the vision, mission and organizational NU 730 Cr. 2.0 strategic plans. Emphasis is placed on executive decision Capstone Seminar I making, leading change efforts, and instituting innovative The DNP Capstone culminates in a practice immersion methodologies for system improvement. Organizational experience that affords the student the opportunity to inte- behaviors directed towards quality improvement, negotia- grate and synthesize information from a variety of areas tion, conflict resolution, performance evaluation and ethi- and previous coursework to exhibit mastery of an cal conduct in a business environment. Enhances the stu- advanced specialty within nursing practice. Students will dent’s ability to use power and influence to achieve goals, demonstrate synthesis of their DNP education and to build teams and alliances, establish strong communica- advanced nursing practice specialty to evoke practice tion channels, and empower others. improvement and change in a practice setting and/or an Course Type(s): none organizational system. Students will share their journey toward developing their capstone project through class NU 716 Cr. 3.0 discussion using a variety of communication modalities. In Health Care Policy for Advocacy in Health Care consultation with the DNP faculty advisor and clinical site Examines healthcare economics, political and public perceptor, students will select an area of specialty prac- health issues, and their relation to development and tice and propose a change project. The end result will be implementation of health policies at regional, national and a project based on the principles of evidence-based prac- international levels. Health policy influences multiple care tice. This will provide a foundation for continued scholar- delivery issues, including health disparities, underserved ship while making significant contributions in the student’s populations, cultural sensitivity, ethics, law, health care area of interest in practice or administration. financing, and issues of equity and social justice in the Prerequisites: Nursing 701, 702, 703, 704, 715, 716, 717, delivery of health care. The DNP rope will be discussed in and 718, all passed with a grade of B or higher. the creation of such policies. Corequisite: Nursing 731. Course Type(s): none Course Type(s): none

NU 717 Cr. 3.0 NU 731 Cr. 4.0 Emerging Health Care Risks Practicum I Provides an exploration of the risks health care personnel This course engages students in advanced nursing prac- deal with: environmental catastrophes, (Chemical, tice in the clinical and administrative arenas to develop Biological, Radiation), nuclear attacks, disease outbreaks their nursing specialty expertise at the highest level of and global conflicts. Focus is on identification/detection, complexity. Students will use scholarly evidence to devel- impact on health and healthcare resources and principles op and plan a DNP project for improvement or change in of remediation. The course analyzes local, regional, their practice or administrative area. The final DNP project national, and international response preparedness and will serve to advance nursing practice, improve patient or effectiveness, and the role of public health workers in the population outcomes and enhance organizational system prevention, and management of these threats. change. The DNP practicum documents outcomes of the Course Type(s): none student’s educational experiences and guides the direction of the capstone project. It provides a measureable NU 718 Cr. 3.0 medium for evaluating the immersion experience, and summarizes the student’s growth in knowledge and Health Care Economics and Financial Management expertise. It will serve as a foundation for future scholarly Provides an in-depth exploration of economics and practice. DNP Essentials state that graduates should finance, budget, reimbursement mechanisms and innova- have 1000 hours of combined clinical and experience tive business models for health care organizations and through the MSN and DNP studies. It is expected that all practice settings. Students will have an opportunity to students in the DNP program complete 500 hours in addi- develop and review business plans and to evaluate cost-

A72 Monmouth University Appendix A: Course Descriptions

tion to the 500 hours completed in their master’s level evaluate outcomes. The DNP Practicum will continue to program. Nurse Practitioners and Nurse Administrator document outcomes of the student’s educational experi- students may continue to work in their work site, with the ences, provide a measureable medium for evaluating the stipulation that the student, in collaboration with the immersion experience, and summarize the student’s school, will work with their employer and preceptor to growth in knowledge and expertise. Students will continue design a special experience, to assume new responsibili- to apply and analyze evidence to improve practice with ties, and complete a special project. It is expected that patient and population health outcomes or system quality students will complete 250 hours in the fall semester and improvement. Weekly journals show the progression of 250 hours in the spring semester, for a total of 500 hours. the student’s progress. Students need to keep a log of all Weekly journals document the student’s progress. their hours. DNP Essentials state that graduates should Students will keep a log of clinical hours. have 1000 hours of combined clinical and experience Prerequisites: Nursing 701, 702, 703, 704, 715, 716, 717, through the MSN and DNP studies. It is expected that all and 718, all passed with a grade of B or higher. students in the DNP program complete 500 hours in addi- Corequisite: Nursing 730. tion to the 500 hours completed in their master’s level Course Type(s): none program. Nurse Practitioners and Nurse Administrator students may continue to work in their own work site, with NU 732 Cr. 2.0 the stipulation that the student, in collaboration with the Capstone Seminar II school, will work with their employer and preceptor to The DNP Capstone II seminar builds on the content and design a special experience, to assume new responsibili- processes developed in Capstone I seminar for implemen- ties, or complete a special project. It is expected that stu- tation of the DNP project. Students will share their journey dents will complete 250 hours in the fall semester and of implementation and evaluation of their DNP project 250 hours in the spring semester, for a total of 500 hours. through class discussion using a variety of communication Prerequisites: Nursing 730 and 731, both passed with a modalities. Weekly seminars are an integral part in the grade of B or higher. success of the project. In consultation with the DNP faculty Corequisite: Nursing 732. advisor and clinical site preceptor, students will implement Course Type(s): none and evaluate their change project. This course is a continuation of Capstone Course I. Students will continue to RN 500A Cr. 3.0 integrate and apply information from a variety of areas to Issues and Trends in Professional Nursing demonstrate expertise in an advanced specialty within Utilizing the Monmouth University philosophy of nursing, nursing practice. Students will continue to demonstrate the course explores the role of the nurse as a profession- synthesis of the DNP education and advanced nursing al practitioner and as a member of the health care team. practice specialty to evoke practice improvement and Content includes: trends and issues affecting health care change in their practice settings. Students will gain an in- of consumers, nursing, nursing education, and the health depth and integrative experience resulting in a practice- care delivery system, professional accountability, legal related written project outcome at their clinical site which is and ethical concerns, client advocacy, as well as political subjected to peer and professional scrutiny. Students will and social issues related to health care. disseminate the outcomes of their project through peer Course Type(s): none reviewed professional publication and presentations. Prerequisites: Nursing 730 and 731, both passed with a RN 500B Cr. 3.0 grade of B or higher. Individual Health Assessment Corequisite: Nursing 733. Theory and practice of health-assessment skills, identifi- Course Type(s): none cation of deviations from normal, and documentation of findings. Use of techniques in a university laboratory to NU 733 Cr. 4.0 collect subjective and objective assessment data from a Practicum II developmental, hereditary, environmental, and nutritional A continuation of Practicum I. Students continue to devel- perspective. Relationship of health assessment to the role op their advanced nurse practitioner and nursing adminis- and responsibilities of the professional nurse in applica- trative skills at the highest level of complexity while they tion of the nursing process. Application of these skills is implement their project for improvement or change in a expected in Nursing 415. practice setting. Students will complete their project and Course Type(s): none

Monmouth University A73 Appendix A: Course Descriptions

RN 500C Cr. 3.0 families from conception through adolescence; the con- Human Sexuality cept of health, environmental, and genetic influences; An introductory course designed to provide the student impact of political and economic policies, educational with a factual background as well as an in-depth under- principles, ethics, health promotion, illness prevention, standing of his or her own and others’ sexuality and how and common deviations from health. it affects health. Focuses on developing an understanding Course Type(s): none of the essential components of human sexuality and their interrelationship with human development. Social, cultural RN 500G Cr. 3.0 and developmental determinants will be examined for Community Health Nursing II: Nursing of their influence upon human sexuality. Examines the rela- Communities tionship between human sexuality and professional nurs- Care of groups and communities: a developmental ing practice. Content will include: the use of a sexual his- approach focusing on young adulthood through senes- tory in the nursing assessment, sexually transmitted dis- cence; community health and public health theories, epi- ease, effects of pregnancy and aging on sexuality, effects demiology, health promotion, illness prevention, research, of medical, surgical, and chronic health problems on an ethics, palliative care, vulnerable populations, and com- individual’s sexual functioning and identity. The role of the mon deviations from health. nurse as an educator/counselor is discussed. Course Type(s): none Course Type(s): none RN 500H Cr. 3.0 RN 500D Cr. 3.0 Community Health Nursing Lab Transcultural Health The twelve-hour clinical laboratory for Community Health Focus on African, Asian, Caribbean, South and Latin- Nursing. The nursing process is applied in a variety of American, Middle-East, and Indian beliefs, values and community settings to clients from the formation of the health practices, physical and psychological threats to family through senescence. Application of principles of health, and ethical issues. Differences of cultural beliefs health education, health promotion, and illness prevention related to health, illness, and the impact on the delivery of in a culturally sensitive manner. healthcare will be examined. Course Type(s): none Course Type(s): none RN 500I Cr. 3.0 RN 500E Cr. 3.0 Nursing for the Future Wisdom, Wellness and Aging The acquisition of knowledge and skills necessary for per- Provides an understanding of the cross-cultural variations sonal and professional growth designed to address the in the status of aging and health in older adults. elements of successful leadership in a manner that is Examples of various cultures include examining older practical and relevant for today’s professional nurse. adults from non-English speaking countries such as North Course Type(s): none and South Korea, Iran, Mexico, China, and Brazil. Examines older adults from these diverse populations as RN 500J Cr. 3.0 well as other nations. Topics to be covered include exami- Health Policy nations of health implications on aging populations in Delves into the core elements that define health policy. non-English speaking countries. Compare countries, such Describes factors such as the healthcare delivery systems as Japan, India, and Nigeria, to explore how their specific (public/non-profits vs. private/for profits), access to care, culture influences caregiving, social support networks, healthcare financing, quality of care issues, and social and community. Specific, cultural views of love, intimacy, issues such as gender and culture and their impact on and sexuality in older adults will be examined. health and healthcare. The dynamics of the policy making Course Type(s): none process at different levels (federal, state, and local) will be explored, along with the policy analysis and how policy RN 500F Cr. 3.0 influences health care decisions. The complexities and Community Health Nursing I: Nursing of the Young challenges of health care reform will be identified. Family Course Type(s): none The family as the basic unit of care in the community: a developmental approach to the nursing care of expanding

A74 Monmouth University Appendix A: Course Descriptions

RN 500K Cr. 3.0 agenda setting, policy formulation, budgeting, policy Interpersonal Violence implementation, and policy evaluation. Examines the various types and patterns of violence Course Type(s): TPS related to cultural values, beliefs, biases, and societal issues, as well as the historical perspectives of violence. PS 514 Cr. 3.0 Course content includes family, community, youth, and Public Opinion and Polling workplace violence, child, domestic, elder, and sexual Students are taught how to use social science research abuse. Theories concerning gender violence, gangs, bias methods to critique and create polling surveys. Particular and hate crimes, and terrorism are challenged. Public attention is paid to the data collection and sample design, health and health care issues related to violence, and pri- survey research methods, questionnaire development, mary, secondary, and tertiary level interventions for vic- and data collection and analysis. Students are taught how tims and offenders of violence are discussed. Individual to evaluate the quality of survey research methods. responsibilities associated with identification and reporting Students will also be expected to design, implement, and violence are identified. Measures to identify and prevent analyze an original polling survey. violence are analyzed. Additionally, methods of treatment Course Type(s): none for victims and perpetrators of violence are evaluated. Course Type(s): none PS 516 Cr. 3.0 Research Methods PHILOSOPHY An introduction to the different ways in which social scientists study the social world. Designed to develop students’ PL 518 Cr. 3.0 understanding of the major purposes of social research Religious Foundations of Contemporary Values as well as the major types of quantitative and qualitative Systematic study of major contemporary value themes research designs. They will also learn the research and their derivation from religious, mythic, and quasi- process itself, from conceptualization and measurement philosophic roots. to operationalization, sampling, ethics, and the analysis Course Type(s): none and presentation of their study. An opportunity is provided to apply what students learn in class to actual research PL 529 Cr. 3.0 projects, including the ones they will design themselves. Personal Identity, Ethics, and Social Order Course Type(s): none An exploration of how the social formation of personal life and moral character is represented in social science, fic- PS 518 Cr. 3.0 tion, and philosophy. Theory, Policy, Ethics Course Type(s): none Seeks to enable students to develop a critical understanding of the moral and political values that come into PL 532 Cr. 3.0 play in public policy. Topics include the tensions between Professional and Organizational Ethics ethics and politics in the tradition of political theory as well as how they feature in contemporary public policy Applies ethical concepts and theories to moral issues in debates in American and global politics. Students gain an professional and organizational life. Special attention is understanding of the role of ethics as a matter of social given to professional and corporate social responsibility. justice as well as ethical issues and dilemmas in profes- Course Type(s): none sional ethics. POLITICAL SCIENCE Course Type(s): none PS 522 Cr. 3.0 PS 510 Cr. 3.0 History of Urbanization in America Policy Analysis Provides an interdisciplinary study of the history of urban- An overview of the field of public policy studies with par- ization and industrialization in the United States from the ticular attention paid to the role of the policy analyst in the mid-nineteenth century to the early twentieth century. field of public policy. This course provides a solid founda- Using the themes of community, technology, public policy, tion for the study of public policy analysis by concentrat- and immigration, students will examine the development ing on the five stages of the policy process, including and changes in the social, physical, political, and eco-

Monmouth University A75 Appendix A: Course Descriptions

nomic urban landscape. Also listed as History 522. listed as History 533. Course Type(s): none Course Type(s): HSUS

PS 524 Cr. 3.0 PS 553 Cr. 3.0 Public Opinion and the Media Gender, Family, and Policy An examination of the shifting nature of public opinion, Examines how policies affect a diverse spectrum of fami- the agenda setting role of mass media, and the survey lies based on class, race, gender, sexuality, age, and methods that are employed to determine public opinion. nationality. It begins with a historical perspective on how The practices, values, and traditions of journalism that families have developed because of historical factors impact public opinion. Experience with the conduct of a such as changing economy and technology. It also exam- survey and analysis of case studies. ines how social structures such as race, class, gender, Course Type(s): none and sexuality have shaped families. It then focuses on current issues facing families and the policies that regu- PS 525 Cr. 3.0 late those issues, such as the balance between work and Political Communication family, welfare, reproductive issues, violence, healthcare, The study of traditional and contemporary theories of and educational issues. A comparative approach will be rhetoric as applied in research and analysis of political taken to examine policies both in the US and within other campaigns. The rhetorical creation, maintenance, applica- countries. Also discussed will be family activism aimed at tion, and legitimization of symbolic power. A survey of affecting policy in the US. analytic models of political communication and application Course Type(s): none of the models to case studies. The role of the political communication specialist. Practicum in political communi- PS 563 Cr. 3.0 cation strategies and techniques. Also listed as Global Policies and Issues Communication 525. Adopting an interdisciplinary perspective, this course Course Type(s): none looks at the positive and negative effects of globalization. It also explores the national and international aspects of PS 530 Cr. 3.0 major global policies and issues that shape the interde- Environmental Policy pendent world of the 21st century. A survey of the process by which environmental politics, Course Type(s): none planning, and public policy is conducted in the United States and around the world. We will examine the nature PS 566 Cr. 3.0 and scope of environmental, energy, and natural resource Comparative Public Policy problems; contrasting perspectives on their severity and In the world in which terrorism and chaos threaten to policy implications; the goals and strategies of the envi- upset the policy making capabilities of state governments, ronmental movement and public opinion on the environ- it is vital that we understand the different ways that ment; scientific, economic, political, and institutional nations formulate and implement public policy. Through forces that shape policymaking and implementation; an extensive investigation of policy analysis across a approaches to environmental policy analysis; and select- broad spectrum of states, the student will be able to bet- ed issues in environmental policy in the global community. ter understand the reasons for policy decisions around In addition to the covering of certain ecological science the world. Democratic governments will be compared and terms, the interplay between international organizations, contrasted to non-democratic governments in an attempt non-governmental organizations, and traditional states to provide greater insight and answer questions of health, and the ways in which these actors seek diplomatic solu- economic, environmental, and foreign policies. tions to environmental problems is also covered. Course Type(s): none Course Type(s): none PS 583 Cr. 3.0 PS 533 Cr. 3.0 The Causes of War The History of Public Policy in the United States A critical analysis of the general and recurring problems The objective is to survey major issues in domestic public of war in human life; the course probes the direct and policy. The emphasis is on changes in the process of poli- indirect causes of war by employing various analytical cy formation in both the public and private sectors. Also methods developed in political science as well as in sister

A76 Monmouth University Appendix A: Course Descriptions

disciplines of the social sciences. research and the writing of a substantial paper designed Course Type(s): none and executed by the student in consultation with a supervising professor. The subject matter should cover public PS 585 Cr. 3.0 policy and related areas. American Foreign Policy Course Type(s): none Examines, analyzes, and evaluates the many dimensions and issues of American foreign policy since 1945. It pro- PS 618 Cr. 3.0 vides an interpretative framework within which the Social Work Administration sources of American action abroad may be understood. Designed to deepen the student’s knowledge of the infor- Combines descriptive and explanatory material with mation and skills needed to organize and manage a mod- empirical evidence and makes a serious effort to distin- ern human service not-for-profit organization. Except for guish facts from inferences, hypotheses, and opinions. those in private practice, most social workers function The post-Cold War and post-9/11 worlds are assessed, within an organization or agency environment - very often with a focus on American goals, capabilities, and relation- in the not-for profit sector. Within five years many holding ships around the world. MSW degrees will hold management positions in those Course Type(s): none organizations. Allows students to gain some preparation for this future possibility, at the same time providing them PS 595 Cr. 3.0 with the tools to understand administrative processes in Political Science Practicum their organizations. Also listed as Social Work 618. An opportunity to apply classroom theory in practice Course Type(s): TPS through actual work experience. Students have the opportunity to apply the theories and concepts of public policy PS 691 Cr. 3.0 to actual work settings. Public Policy Research Design Course Type(s): none The first of a two-part research writing project (PS 691- Public Policy Research Design)and PS 692-Public Policy PS 597 Cr. 0.0 Masters Thesis). Students in this class will construct a Portfolio research proposal in partial fulfillment of the research Enables students to complete their portfolios for the project requirement. Students will also form their research Master of Arts in Public Policy (M.A.P.P.). The portfolio project committee by selecting a faculty member from the displays academic and professional development and department (project supervisor) and second reader (from learning gained from the M.A.P.P. program and related within or outside the department). The proposal will experiences. The portfolio contains collections of academ- include the research question, research design, and liter- ic and professional goal statements, term papers, reflec- ature review. Upon completion of the proposal writing (20 tive essays and artifacts gathered in various classes and pages) the student will defend the proposal. colloquiums and connected work. Course Type(s): none Course Type(s): none PS 692 Cr. 3.0 PS 598 Cr. 3.0 Public Policy Masters Thesis Special Topics/Special Projects The second of a two-part research writing project (PS Offered occasionally to match the interest of the students’ 691-Public Policy Research Design and PS 692-Public and the professor teaching the course. The instruction will Policy Masters Thesis). In this part (PS 692), students will follow classroom lectures and discussions on the topic. work with the committee selected for PS 691 (Research The exact nature of the topic covered in any given Design) and work under their guidance to complete the semester is indicated on the student’s transcript. research Masters thesis and presentation/defense at a Permission of program director required. departmental colloquium. Course Type(s): none Prerequisites: Political Science 516 and 691. Course Type(s): none PS 599 Cr. 3.0 Readings and Research PS CPE Cr. 0.0 An independent research study based on relevant Public Policy Comprehensive Exam Public Policy Comprehensive Exam

Monmouth University A77 Appendix A: Course Descriptions

Prerequisites: Political Science 510, 516, 518, and 691. PC 512 Cr. 3.0 Course Type(s): none Psychopathology Offers an intensive investigation of current thinking regard- PSYCHOLOGICAL COUNSELING ing the etiology and development of aberrant behavior; theory in the light of experimental findings and clinical PC 505 Cr. 3.0 applications. Limited to Psychological Counseling majors. Mental Health Counseling Course Type(s): none An overview of the profession of counseling, its ethical standards, literature, professional organizations, and the PC 515 Cr. 3.0 knowledge, skills and abilities required for success in the Human Development Through the Life Span field. Assists students in formulating a concept of the pro- Provides students with an overview of human develop- fession that will allow them to enhance their growth and ment, with comprehensive coverage of all major develop- professional identity as a counselor. In addition, the mental stages (prenatal period and infancy, childhood, opportunity for students to become aware of counseling adolescence, early adulthood, middle adulthood, and late career opportunities in the region is provided. Must be adulthood) and focuses on both normal and abnormal taken during the first term of study in the MS in Mental physical, mental health and social development. Health Counseling and the MA in Psychological Emphasis on the interaction of biological, psychological Counseling. Limited to Psychological Counseling majors. and sociological forces that influence development. Course Type(s): none Limited to Psychological Counseling majors. Course Type(s): none PC 506 Cr. 3.0 Testing and Assessment in Counseling PC 516 Cr. 3.0 An overview of test administration and validity. Students Counseling and Sexuality will be introduced to tests of intelligence, personality and Introduction to human sexuality and related issues that interests. Limited to Psychological Counseling majors. counselors may encounter in their work. Students will Course Type(s): none learn about normal and abnormal sexual functioning. Aims to desensitize students and provide introspection PC 508 Cr. 3.0 about diverse expression of sexuality; not designed to Psychological Counseling of Students train students as sex therapists. Provides students with an eclectic view of counseling the- Course Type(s): none ory and techniques. Students will practice skills of intervention, counseling, recognition of problems, and referral. PC 517 Cr. 3.0 Limited to Psychological Counseling majors. Counseling and Religion Course Type(s): none Counseling and Religion will explore the world religions with a focus on the religions as they function in the U.S.A. PC 510 Cr. 3.0 in a multi-cultural context. This will give the student a basic Community Mental Health understanding and respect for religious differences when An overview of mental health counseling within communi- counseling clients who have different religious values than ty and health/human services settings. Reviews preven- the counselor. A historical perspective on the relationship tion, intervention, needs assessment, as well as, program between psychology and religion will be traced to contem- implementation and evaluation, in a comprehensive way. porary practice. The student will be given the opportunity Client advocacy, governmental policies, obtaining funding, to develop a theory of how he or she would like to inte- and other aspects of the delivery of human services are grate his or her knowledge into his or her work as a coun- explored, with particular focus on the management and selor. Limited to Psychological Counseling majors. ethical standards of all administrative and clinical counsel- Course Type(s): none ing services related to mental health programs. Limited to Psychological Counseling majors. PC 518 Cr. 3.0 Course Type(s): none Psychology of the Exceptional Child The cognitive, social and emotional growth, diagnosis and potentials of the exceptional child; mental retardation, lan-

A78 Monmouth University Appendix A: Course Descriptions

guage disorders, motor coordination disorders, blindness, PC 524 Cr. 3.0 and the gifted child; some field work required. Counseling Counseling Children and Adolescents: Theories and interventions for exceptional children will be covered. Techniques Limited to Psychological Counseling majors. An exploration of psychotherapeutic counseling theories Course Type(s): none and techniques used with children and adolescents within the developmental psychopathological framework. Limited PC 519 Cr. 3.0 to Psychological Counseling majors. Theories of Learning Course Type(s): none Associationist theories, classical conditioning, operant conditioning, and major cognitive theories. Major princi- PC 525 Cr. 3.0 ples of learning will be explored as to their application to Counseling Theory and Techniques modern educational techniques and behavior change. Study of the prominent theories that underlie the tech- Limited to Psychological Counseling majors. niques of counseling psychology. Emphasis on the specif- Course Type(s): none ic techniques utilized in the context of a therapeutic relationship. Limited to Psychological Counseling majors. PC 520 Cr. 3.0 Course Type(s): none Handling of Emotional Problems in the Classroom Analysis of emotional climate necessary for effective PC 526 Cr. 3.0 learning; recognition of some major causes of learning Case Conceptualization disability and disruptive classroom behavior; behavior Allows students to put into practice all aspects of case modification techniques. Limited to Psychological conceptualization. Students will enter this class with the Counseling majors. basic understanding of counseling theories, assessment, Course Type(s): none and psychopathology. Techniques and approaches for chosen theories, basic skills, and differential diagnosis will PC 521 Cr. 3.0 be reviewed and practiced. Students will develop an Spirituality and Counseling approach or style, based on known theory and technique. Students are given a basic understanding of philosophical They will be able to identify how and why an intervention and practical ways to integrate existential, mystical, or is chosen according to theory and knowledge in the field. other inexplicable issues into the counseling process. The Limited to Psychological Counseling majors. student will look at different spiritual practices with a Prerequisites: Psychological Counseling 505, 512, and 525. respectful, multicultural lens. Spiritual practices will be Course Type(s): none viewed as possible psychological techniques, pathology and/or cognitive distortions. The student will be given the PC 528 Cr. 3.0 opportunity to develop a personal spiritual theory of how Family Counseling: Theory and Technique he or she would like to integrate or not spirituality into his Enables students to examine the historical development, or her work as a counselor. Limited to Psychological theoretical foundations, and contemporary conceptual Counseling majors. directions in the field of family counseling. Clinical concerns Course Type(s): none are interwoven with theoretical literature and counseling techniques. Limited to Psychological Counseling majors. PC 522 Cr. 3.0 Prerequisite: Psychological Counseling 525. Self Exploration: Body, Mind, Spirit Course Type(s): none This experiential course will take the student through a self exploration that will allow the student to explore the PC 529 Cr. 3.0 motivation, unconscious drives, anxieties, spiritual and Multicultural Counseling existential meaning that lead he or she to be a counselor. Examines counseling theories and techniques as they It will explore many aspects of the personality, such as relate to diversity in the client population. Limited to need for power/control and compassion, which will allow Psychological Counseling majors. the student to become more fully aware. Limited to Course Type(s): none Psychological Counseling majors. Course Type(s): none

Monmouth University A79 Appendix A: Course Descriptions

PC 530 Cr. 3.0 PC 544 Cr. 3.0 Crisis Intervention Advanced Alcohol and Drug Counseling This graduate seminar reviews crisis intervention theory Covers advanced topics that are introduced in and techniques. Students learn and practice counseling Psychological Counseling 542 and is therefore dedicated intervention skills for clients in crisis. Limited to to addiction counselor skill building. Advanced topics Psychological Counseling majors. include skill building in areas of counselor ethics, motiva- Course Type(s): none tional interviewing and motivational enhancement skills, group counseling skills, community and professional PC 533 Cr. 3.0 skills, counseling skills needed to work effectively with Marriage and Couples Counseling individuals impacted by HIV/AIDS, and counseling skills Students are provided with an overview of the historical needed to work with those impacted by gambling addic- development, theoretical framework, and conceptual tions and clinical supervision skills. Limited to directions in the field of marriage and couples counseling. Psychological Counseling majors. Also provides students with methods of marital/couples Prerequisites: Psychological Counseling 540 and 542. assessment and counseling techniques related to various Course Type(s): none clinical issues that are often encountered in counseling settings. Limited to Psychological Counseling majors. PC 545 Cr. 3.0 Prerequisite: Psychological Counseling 525. Psychopharmacology Course Type(s): none An overview of basic psychopharmacology as it pertains to alcohol and mood-altering drugs (both licit and illicit). PC 534 Cr. 3.0 Information regarding drug action, interactions, adverse Wellness and Counseling reactions, tolerance, dependency and withdrawal. Focus Exploration of the human condition from a strength based on biopsychosocial assessment and treatment. Limited to wellness perspective, to further enhance counselor identi- Psychological Counseling majors. ty. Through self exploration, hands on experiences, and Prerequisite: Psychological Counseling 512. interactive discussions, students explore human motiva- Course Type(s): none tion, unconscious drives, anxieties, aspects of personality, and spiritual and existential meaning within a wellness PC 546 Cr. 3.0 context. Allows students to become more aware of their Substance Awareness in the Schools own drives toward health and wellness and translate that A comprehensive study of the role of the Substance understanding to the therapeutic relationship and coun- Awareness Coordinator in the Schools K-12. The areas seling. For Psychological Counseling students only. that will be included for study will be a review of research Course Type(s): none based awareness and prevention programs as related to ATOD as seen in the school systems. School law, regula- PC 540 Cr. 3.0 tions, and policies, as it relates to substance abuse in the Introduction to Alcohol and Drug Abuse schools, as well as how well/consistent it is followed An overview of models of addiction: medical, socio-cultur- based on the school culture and the dynamics in a partic- al, familial and psychological. Definitions and diagnostic ular district. Prevention and advocacy will be emphasized implications; an overview of basic treatment approaches. as a large part of the SAC position, as well as learning to Course Type(s): none work within the school culture. Curriculum planning and staff education and development in chemical health will be an essential part of the course. Negotiating the sys- PC 542 Cr. 3.0 tems to maximize potential of the SAC position will be the Treatment of Alcohol and Drug Abuse main focus. Limited to Psychological Counseling majors. An examination of various treatment models within the Prerequisite: Psychological Counseling 540. alcohol and drug treatment field. The basics of individual, Course Type(s): none group, family, and couples counseling with alcoholic and addicted patients. Provides specific counseling tech- PC 550 Cr. 3.0 niques. This course can be used toward the Substance Awareness Coordinator Certificate. Group Counseling Prerequisite: Psychological Counseling 540. Didactic and experiential course that introduces students Course Type(s): none to group dynamics and theories/techniques of group

A80 Monmouth University Appendix A: Course Descriptions

counseling. Didactic component reviews, group counsel- PC 598 Cr. 3.0 ing theories/techniques, stages in group development, Special Topics in Psychological Counseling and salient characteristics of effective group facilitators. The subject matter varies with the interest of the students Experiential component facilitates understanding of one’s and the professor teaching the course. The exact nature own personality, biases and impact upon others in profes- of the topic covered in any given semester is indicated in sional interactions. Legal and ethical issues relevant to the student’s transcript. Limited to Psychological group counseling are also examined. Limited to Counseling majors only. Psychological Counseling majors. Course Type(s): none Course Type(s): none PC 599 Cr. 1.0 - 3.0 PC 570 Cr. 3.0 Independent Study in Psychological Counseling Career Counseling Reading and research leading to significant written work The psychology of careers and career counseling is a under the direction of a faculty member. Limited to cornerstone of the counseling profession and forms the Psychological Counseling majors only. historical basis of the profession’s emphasis on normal Prerequisites: Prior permission of the directing professor development, decision-making, and assessment. Career and department chair. theories, life-span development, and assessment instru- Course Type(s): none ments used in career counseling are reviewed. Recognizing the particular career issues of minorities and PC 601 Cr. 3.0 women, attention will be afforded to such trans-cultural issues. Limited to Psychological Counseling majors. Understanding Statistics in Counseling Research Course Type(s): none An overview of common statistical methods used in counseling research. Students will read articles that utilize common statistical procedures (t-tests, ANOVA, correla- PC 574 Cr. 3.0 tion, etc.). Students will also learn to understand the Assessment and Treatment of Personality major differences between these techniques and the Disorders research questions that these statistical techniques This course is designed to provide students with an address. Limited to Psychological Counseling majors. overview of current assessment tools and treatment tech- Course Type(s): none niques pertaining to various personality disorders as listed in the DSM-IV. Limited to Psychological Counseling majors. PC 603 Cr. 3.0 Course Type(s): none Research Methods in Counseling Reviewing the literature, problem hypothesis research, PC 595 Cr. 3.0 naturalistic observation, survey and interview procedures, Psychological Counseling Practicum and experimental methods are discussed. Limited to Students integrate theory and practice in the counseling Psychological Counseling majors. profession through an off-campus practicum. In addition to Prerequisite: Psychological Counseling 601 or permission the requirement of 100 hours of supervised field service in of the instructor. an approved counseling agency, students also attend Course Type(s): none class each week which consists of group supervision. During class the students also review relevant profession- PC 671 Cr. 3.0 al, ethical and legal issues in counseling (for example Advanced Practice with Children assessment procedures, treatment planning, best empiri- Designed for play therapy students, builds upon the foun- cally proven interventions, confidentiality, etc. Limited to dation courses on individual, family and group counseling, Psychological Counseling majors who have completed at with advanced clinical applications for work with children. least 21 credits, 12 of which include selected core courses Assessment and intervention skills are used with children (e.g. PC 505, PC 512, PC 525, and PC 550. Registration and adolescents with special emphasis on expressive is by special application, requiring the signature of the therapies such as art, play, sand tray, and music. Also list- advisor and the Field Placement Coordinator. ed as Educational Leadership 671 and Social Work 671. Course Type(s): none Course Type(s): none

Monmouth University A81 Appendix A: Course Descriptions

PC 672 Cr. 3.0 PC 676 Cr. 3.0 Advanced Theory in Play Therapy Play Therapy Practicum Seminar II Provides an in-depth understanding of the history and the- Second of a two course sequence focusing on the appli- ories of play therapy. Emphasis is placed on the under- cation of the play therapy theories and techniques. standing of the roles of therapists and parents through the Students will acquire experience using play therapy theo- play process. Diversity and multicultural considerations for ries and techniques which can be used towards the theoretical perspectives are highlighted. Also listed as requirements for RPT certification. Students will process Educational Leadership 672 and Social Work 672. the clinical experience of play with children and adoles- Course Type(s): none cents, with a review of advanced skills, assessment and treatment planning during individual and group supervi- PC 673 Cr. 3.0 sion in the university seminar through videotape sessions Advanced Techniques in Play Therapy and discussion. Legal and ethical issues, transference/ Provides students with the opportunity to develop tech- countertransference, and working with parents/caregivers niques and methods of play therapy. Emphasis is placed are emphasized. Limited to Play Therapy (C.P.SW.PT) on working with children, adolescents, and adults through program majors. Cannot enroll in SW/PC 675 at the same individual, group, and family play therapy. Major topics time. Also listed as Social Work 676. include group play therapy, family play therapy, short term Prerequisite: Prior permission of the C.P.SW.PT.Program play therapy, and sand tray/sand play therapy. Coordinator. Additionally, diversity and multicultural considerations are Course Type(s): none highlighted. Also listed as Educational Leadership 673 and Social Work 673. PC 680 Cr. 3.0 Course Type(s): none Clinical Internship in Professional Counseling I Designed to provide students intensive experience where PC 674 Cr. 3.0 they can integrate their academic learning during clinical Play Therapy for Children at Risk experience. In addition to the requirement of 300 hours of Focus is on play therapy with vulnerable and high risk chil- supervised field service in an approved counseling dren. Emphasis on working with children, adolescents, and agency, they also attend class each week. The weekly adults using play therapy in trauma and crisis situations are class consists of group supervision and a review of rele- highlighted. Special attention is given to social issues that vant professional, ethical and legal issues in counseling can lead to/or exacerbate trauma or crisis. Also listed as (for example assessment procedures, treatment planning, Educational Leadership 674 and Social Work 674. best empirically proven interventions, confidentiality, etc. Course Type(s): none Limited to Psychological Counseling majors who have completed at least 30 graduate credits. Prerequisites: Psychological Counseling 526 and 595, PC 675 Cr. 3.0 and approval of the department. Registration is by special Play Therapy Practicum Seminar I application, requiring the signature of the advisor and the Frist of a two course sequence focusing on the applica- Field Placement Coordinator. tion of the play therapy theories and techniques. Students Course Type(s): none will acquire experience using play therapy theories and techniques which can be used towards the requirements PC 681 Cr. 3.0 for RPT certification. Students will process the clinical experience of play with children and adolescents, with a Clinical Internship in Professional Counseling II review of advanced skills, assessment and treatment Continuation of Clinical Internship I (PC 680). Limited to planning during individual and group supervision in the Psychological Counseling majors. university seminar through videotape sessions and dis- Prerequisite: Psychological Counseling 680. cussion. The therapeutic relationship is emphasized. Course Type(s): none Limited to Play Therapy (C.P.SW.PT) program majors. Students cannot enroll in SW/PC 676 at the same time. PC 682 Cr. 3.0 Also listed as Social Work 675. Clinical Internship in Professional Counseling III Prerequisite: Prior permission of the C.P.SW.PT.Program Continuation of Clinical Internship II(PC 681). Limited to Coordinator. Psychological Counseling majors. Course Type(s): none Prerequisites: Psychological Counseling 681 and the

A82 Monmouth University Appendix A: Course Descriptions

Psychological Counseling Exam. SW 505 Cr. 3.0 Course Type(s): none Social Welfare Policy and Services I The first of two required courses in social policy defines PC 691 Cr. 3.0 social policy, examines the social, economic and political Psychological Counseling Research Study circumstances that give rise to social problems and their Empirical research under the supervision of a sponsoring policy solutions, explores frameworks for analyzing these faculty member to data collection and significant written solutions, and reviews a history of the profession of social work. Limited to Psychological Counseling majors. work. Prerequisite: Permission of the sponsoring instructor and Course Type(s): none departmental approval. Course Type(s): none SW 507 Cr. 3.0 Social Work Research PC 692 Cr. 3.0 Develops the student’s ability to use and engage in both Psychological Counseling Thesis quantitative and qualitative research in order to inform Independent investigation of special topics related to and evaluate his or her own social practice. Addresses counseling, reflecting the research interests of the spon- key research concepts and procedures, such as hypothe- soring professor. Provides students with an opportunity to sis formulation, measurement, sampling, research design, do extended quantitative or qualitative research in collab- and data collection. oration with or under the supervision of a faculty member. Course Type(s): none Limited to Psychological Counseling majors. Prerequisites: Psychological Counseling 601, completion of SW 509 Cr. 3.0 twenty seven total credits within the program, permission of Human Behavior in the Social Environment I the sponsoring instructor, and departmental approval. This is the first semester of a two-semester course Course Type(s): none sequence within which students use theory and empirical data to assess human behavior as it develops in a variety PC CPE Cr. 0.0 of sociopolitical environments. A strengths-based, empow- Psychological Counseling Comprehensive erment- focused paradigm is introduced to help students Examination conceptualize biological, psychological, cognitive, and Comprehensive Examination in Professional Counseling. social factors as they influence human growth and devel- Limited to Psychological Counseling majors. opment within families. Prerequisite: Successful completion of thirty nine credits. Course Type(s): none Corequisite: PC 680. Course Type(s): none SW 510 Cr. 3.0 Field Practicum I SOCIAL WORK Two hundred and fifty supervised hours in a social agency; direct work with individuals, groups, or communi- SW 503 Cr. 3.0 ties in conjunction with a field practice seminar. Students Social Work Practice with Individuals and Families must receive a grade of B or higher in this course in order This beginning practice course introduces students to the to proceed to the next course. basic processes of social work and the roles and skills Course Type(s): none needed for foundation practice. Relevant theories of social work practice with individuals and families are SW 513 Cr. 3.0 explored. Interviewing skills and assessment strategies Social Work Practice in Groups are emphasized, particularly in relationship to various eth- Builds on social work practice, knowledge, skills and tech- nic cultures, social classes and oppressed populations. niques learned in Social Work 503. Describes social work Effective practice methods, ethical issues in domestic and practice with groups. It begins by delving into the history international social work practice, and the problem-solving of group work in social work practice. Pioneers in the field process are incorporated. of group work are discussed. Essentially, the course will Course Type(s): none explain the stages of group development, as well as concepts and theories related to group work treatment. In

Monmouth University A83 Appendix A: Course Descriptions

addition, different styles of group leadership will be pre- SW 520 Cr. 3.0 sented, as well as group member roles. Students will be Field Practicum II expected to role-play various stages of group develop- Two hundred and fifty supervised hours in a social ment. Group process will also incorporate an ecosystems agency; direct work with individuals, groups, or communi- perspective, with overall emphasis on empowerment uti- ties in conjunction with a field practice seminar. Students lizing a strengths perspective. Special attention will be must receive a grade of B or higher in this course in order given to diversity and cultural issues. to proceed to the next course. Course Type(s): none Prerequisite: Social Work 510 passed with a grade of “B” or higher. SW 515 Cr. 3.0 Course Type(s): none Social Welfare Policy and Services II Theories and frameworks are used to analyze the devel- SW 598 Cr. 3.0 opment, operation, impact, and strategies for change in Special Topics in Social Work today’s social welfare policies and services. Students The subject matter varies with the interest of the students apply analytic skills, scientific knowledge and research and the professor teaching the course. The exact nature concepts to deepen their knowledge about different set- of the topic covered in any given semester is indicated in tings, populations and issues that are influenced and the student’s transcript. shaped by social needs, social policy, ethical questions, Prerequisite: Permission of the department chair required. oppression and concerns for social justice. Course Type(s): none Prerequisite: Social Work 505. Course Type(s): none SW 599 Cr. 3.0 Independent Study in Social Work SW 518 Cr. 3.0 Reading and research under the direction of a member of Global Community Practice the Social Work faculty. Focuses on the community as the unit of intervention. Prerequisite: Prior permission of the directing professor Students will be introduced to the spectrum of macro and department chair. social work practice from a global perspective. Students Course Type (s): none will learn the skills necessary for conceptualizing and facilitating social change, whether at the agency, neigh- SW 602 Cr. 3.0 borhood, state, federal or international levels. Direct action (grassroots) organizing will be the framework for Domestic Violence learning about social change. Highlights the issues of power and control with respect to Prerequisite: Social Work 509. violence. The societal beliefs and mores of different cul- Course Type(s): none tures that condone violence will be examined. The patterns of domestic violence will be studied from the points-of-view of the victims as well as the abusers. Methods of social SW 519 Cr. 3.0 work practice with family violence as well as current treat- Human Behavior in the Social Environment II ment procedures with abusers and victims are included. This is the second semester of a two-semester course Prerequisite: Must be an advanced standing student or sequence within which students use theory and empirical equivalent. data to assess human behavior as it develops within a Course Type(s): none variety of sociopolitical environments. A strengths-based, empowerment- focused paradigm is developed to help SW 603 Cr. 1.0 students conceptualize the interactions among social identities, such as race, class, ethnicity, sexual orientation Addictions Considerations and gender expression, as they influence human behavior Deals with the practice of social work with substance in larger sociopolitical entities, such as groups, organiza- abusing clients. It is meant to supplement material cov- tions, communities. ered in SW 604 (Clinical Practice in Addictions) to fulfill the Prerequisite: Social Work 509. obligations of the licensure from the state of New Jersey. Course Type(s): none Prerequisite: Must be an advanced standing student or equivalent. Course Type(s): none

A84 Monmouth University Appendix A: Course Descriptions

SW 604 Cr. 3.0 SW 614 Cr. 3.0 Clinical Practice in Addictions Grant Writing Evaluates the clinical implications of substance use and Provides students with the opportunity to develop grant abuse at three levels of social work practice. On the writing skills and to apply for a grant for their field intern- micro level, clinical implications including symptomatol- ship agency. Emphasis will be placed on writing skills, ogy, etiology, and physiology of substance use will be concept development, program development, and budget addressed. Assessment and treatment theory and tech- preparation. niques will be explored, implemented and evaluated. On Prerequisite: Must be an advanced standing student or a mezzo level, the effects on, and needs of, the extended equivalent. family and systemic community of those who use sub- Course Type(s): TPS stances, will be addressed. Strategies for meeting those needs will be researched and evaluated. Lastly, on the SW 615 Cr. 3.0 Macro level, existing resources available and active policy Issues in International and Community Social Work regarding substance abuse will be critically studied and Designed to introduce the student to global arenas for potential proposed changes will be discussed. Also listed social work activities. Different perspectives on, and reali- as Educational Counseling 604. ties of development and underdevelopment; policies and Prerequisite: Must be an advanced standing student or practices of international aid and humanitarian agencies; equivalent. and the role of social work in addressing human rights Course Type(s): none and needs of such groups as the displaced, unwanted refugees, victims of terror, the impoverished and children SW 605 Cr. 3.0 are critically examined. Emphasis is to give the impact of Clinical Practice with Families and Children social welfare policy decisions upon oppressed population Understanding of family practice theory and intervention groups including their implications for human rights and with a focus on core subsystems and operations of the social and economic justice. The relationship and ten- family. Different family types, ethnic backgrounds and cul- sions between first and third world development are tures as well as gender differences and issues of power explored using social and economic development policy and control are topics included in the course. Also listed concepts such as Appropriate Technology (AT), Center as Educational Counseling 605. Periphery Phenomenon (CPP) and other analytical con- Prerequisite: Must be an advanced standing student or structs. Policy areas for international development equivalent. include; health care, income, social security and social Course Type(s): none welfare, housing, transportation, housing, transportation, environment, education, social justice and corrections, SW 606 Cr. 3.0 employment (both formal and informal sectors) and peace Working with Trauma in Child Welfare and insecurity. Knowledge, skills and awareness for com- Develops clinical practice skills in child welfare, especially munity development work in multicultural and transnation- related to trauma assessment and intervention. Prepares al settings are emphasized in this course. Understanding students by teaching them the latest theories, research, the generic community development process is a critical and assessment and intervention strategies designed to component of learning to work in this field and to achieve assist youth and their families recover from traumatic socially just policies for individual, families, organizations experiences that may include sexual abuse, neglect, phys- and communities in a global context. Special attention is ical abuse, poverty, and parental substance abuse. A given to social diversity in community development with review of the historical, legal and ethical issues provides oppressed populations i.e., overcoming sexism, ageism, students with enhanced personal and professional under- racism, abilism, ethnocentrism. classism and militarism. standing of the complexities of working with youth and Prerequisite: Must be an advanced standing student or families with multiple problems in the child welfare system. equivalent. Prerequisite: Must be an advanced standing student or Course Type(s): none equivalent. Course Type(s): none SW 616 Cr. 3.0 Social Work Practice with the Aged Designed for students specializing in practice with the aged and their families. Examines normative and patho-

Monmouth University A85 Appendix A: Course Descriptions

logical aging personality. Emphasis is placed on the sion, techniques, styles, supervise counter transference, development of specialized knowledge and skills for authority, power and the supervision process. Emphasis assessment, intervention, and evaluation of a variety of is placed on the dynamics of supervision, ethical and issues and needs common in later life. Discussions on value principles, professional boundaries and supervision the applicability of certain interventions with the older as a leadership function. adult and the family will be presented along with ethno- Prerequisite: Must be an advanced standing student or cultural and gender considerations. equivalent. Prerequisite: Must be an advanced standing student or Course Type(s): none equivalent. Course Type(s): none SW 624 Cr. 3.0 Issues in International Care SW 617 Cr. 3.0 An examination of the global impact of health care policy, Seminar on Emerging Challenges in International managed care, medical ethics, technology, limited and Community Social Work resources and poverty on the provision of health care Addresses some of the emerging challenges facing social services. Private and public services in developed and workers in international and community arenas. Many of developing nations will be explored. these challenges are related to the rapidly changing nature Prerequisite: Must be an advanced standing student or of life in the twenty-first century. Focuses on these emerg- equivalent. ing challenges as they relate to the quality of life for people Course Type(s): none around the world. Special attention will be made to conceptualize emerging challenges, themes and issues using a SW 625 Cr. 3.0 social justice and human rights framework. Will run as a Program Planning and Evaluation seminar where students will be involved in the generation Provides information about the techniques and proce- of topics and discussions related to those topics. dures involved in the planning process and in the applica- Prerequisite: Must be an advanced standing student or tion of research methods to social work practice at the equivalent. community level. Focus will be on the conceptualization Course Type(s): none of a social program and on process or planning and the outcome evaluation research. Different approaches to SW 618 Cr. 3.0 planning and evaluation from a strengths-based empow- Social Work Administration erment perspective will be surveyed. Students will deal Designed to deepen the student’s knowledge of the infor- with the theoretical and practical problems of planning mation and skills needed to organize and manage a mod- and evaluating social welfare programs and services for ern human service not-for-profit organization. Except for individuals and families in a global context. those in private practice, most social workers function Prerequisite: Must be an advanced standing student or within an organization or agency environment-very often equivalent. in the not-for profit sector. Within five years many holding Course Type(s): none MSW degrees will hold management positions in those organizations. Allows students to gain some preparation SW 626 Cr. 3.0 for this future possibility, at the same time providing them Evaluation of Practice Effectiveness with the tools to understand administrative processes in Provides information about the values, techniques and their organizations. Also listed as Political Science 618. procedures involved in the application of research meth- Prerequisite: Must be an advanced standing student or ods to social services and programming. The focus will be equivalent. on the conceptualization of a social program and on Course Type(s): TPS process and outcome evaluation research. Students will deal with the theoretical and practical problems of evaluat- SW 619 Cr. 3.0 ing social work and social welfare programs and services. Social Work Supervision Prerequisite: Must be an advanced standing student or Familiarizes students with the basic concepts of supervi- equivalent. sion as a vital component of social work practice in three Course Type(s): none areas: practice skills, administrative needs and evaluation. Covers a historical and theoretical view of supervi-

A86 Monmouth University Appendix A: Course Descriptions

SW 627 Cr. 3.0 SW 631 Cr. 3.0 Implications of Social Justice and Human Rights Field Practicum III CI for Social Work Two hundred and fifty supervised hours in a social First of a two-course sequence examining the implications agency; direct work with individuals, groups or communi- and applications of social justice and human rights within ties. Students must receive a grade of B or higher in this social work. Within this course, students develop their course in order to proceed to the next course. knowledge of social justice and human rights principles Prerequisite: Must be an advanced standing student or and theories. Students analyze the implications of those equivalent. principles and theories for the profession of social work Course Type(s): none as they develop a proposal for the implementation of social justice and human rights in either an agency- SW 632 Cr. 3.0 based, creative, or research-focused project. Crisis Intervention Prerequisite: Must be an advanced standing student or Examines the multiple definitions, concepts, and models equivalent. of crisis intervention. Addresses the issue of scope and Course Type(s): none timing of services. Additionally, the issue of categories of events: private vs. public will be discussed. The education SW 628 Cr. 3.0 and training of the crisis intervention specialist will also be School Social Work explored. The effect of a crisis on the individual, the fami- Designed for students in the MSW program who are either ly and the community is considered. Sociocultural factors in a school social work field internship, who currently work will be considered also. in the school system, or who anticipate becoming a school Prerequisite: Must be an advanced standing student or social worker in the future. Provides a conceptual frame- equivalent. work for understanding social work services in schools. It Course Type(s): none will also cover educational policy, pupil rights, and the current social issues that school personnel handle. SW 640 Cr. 3.0 Prerequisite: Must be an advanced standing student or Field Practicum IV FC equivalent. Two hundred and fifty supervised hours in a social Course Type(s): none agency; direct work with individuals, groups or communities. Students must receive a grade of B or higher in this SW 629 Cr. 3.0 course in order to proceed to the next course. Spirituality and Social Work Prerequisite: Must be an advanced standing student or Provides a forum in which students will explore spirituality equivalent. in Social Work practice. Through a critically reflective Course Type(s): none approach, this course prepares students to respond com- petently and ethically to diverse spiritual perspectives in SW 641 Cr. 3.0 relation to themselves, their clients and the helping rela- Field Practicum IV CI tionships they create with them. Two hundred and fifty supervised hours in a social Prerequisite: Must be an advanced standing student or agency; direct work with individuals, groups or communi- equivalent. ties. Students must receive a grade of B or higher in this Course Type(s): none course in order to proceed to the next course. Prerequisite: Must be an advanced standing student or SW 630 Cr. 3.0 equivalent. Field Practicum III FC Course Type(s): none Two hundred and fifty supervised hours in a social agency; direct work with individuals, groups or communi- SW 645 Cr. 3.0 ties. Students must receive a grade of B or higher in this Clinical Social Work Assessment Diagnosis and course in order to proceed to the next course. Intervention Planning Prerequisite: Must be an advanced standing student or Addresses advanced assessment, diagnosis and inter- equivalent. vention planning with adults. Examines the use of Course Type(s): none advanced theory in understanding problem formulation,

Monmouth University A87 Appendix A: Course Descriptions

assessment, diagnosis and intervention planning utilizing international social welfare issues will be highlighted, and a clinical social work approach. Attention is directed to the functions and contributions of social work internation- sociocultural factors, policy issues and global environ- ally will be examined. Also makes students aware of the ment considerations which impact diagnosis and interven- opportunities for international collegial exchange through tion with persons seeking clinical social work services. participation in international social work organizations. The impact of poverty, racism, sexism, homophobia and Prerequisite: Must be an advanced standing student or various manifestations of institutionalized oppression equivalent. upon clients and clinicians is considered. Intervention Course Type(s): none methods which enhance adaptive functioning and resiliency are explored. Provides students with an understanding SW 658 Cr. 3.0 of social work values and ethics as directly related to clin- Social Work and the Law ical work, the relevance of critical thinking skills, and the Explores the strengths and limits of legal processes in importance of collaborative intervention planning and promoting, controlling, or otherwise changing personal evaluation of treatment effectiveness. and social behavior. Alternatives to and within the legal Prerequisite: Must be an advanced standing student or system are compared as means for achieving social wel- equivalent. fare objectives. Special attention is given to judicial Course Type(s): none activism in the structural reform of institutions, such as mental hospitals, prisons, health care and welfare. SW 650 Cr. 3.0 Prerequisite: Must be an advanced standing student or Diagnosing the Social Work Client equivalent. Presents a detailed explanation of the DMS IV and its Course Type(s): none practical use in the social work profession. Assessment and treatment interventions will be emphasized. SW 665 Cr. 3.0 Prerequisite: Must be an advanced standing student or Advanced Clinical Practice with Children equivalent. Builds upon the foundation of individual, family and group Course Type(s): none work, with advanced practice applications for social work with children. Assessment and intervention skills used SW 652 Cr. 3.0 with children and adolescents are taught in relation to Civil Society, NGOs and Social Work special issues that impact upon children today nationally Addresses the historical, philosophical, and theoretical and internationally. underpinnings of philanthropy, charity, civil society, and Prerequisite: Must be an advanced standing student or non-governmental organizations. Through 1960 social equivalent. services were delivered almost exclusively by public and Course Type(s): none voluntary organizations. However, inclusion of non-governmental organizations (NGOs) in the service delivery SW 669 Cr. 3.0 system raises both positive and negative global concerns. Applications of Social Justice and Human Rights in Issues related to the debate and future of public sector, Social Work NGOs, and Civil Society Organizations (CSO) in terms of Second of a two-course sequence examining the implica- service delivery, and how these sectors fit with the social tions and applications of social justice and human rights work profession will be discussed. within social work. Guides students in the practice and Prerequisite: Must be an advanced standing student or application of social justice and human rights theories equivalent. within their concentration-specific engagement with social Course Type(s): TPS work. Students undertake the implementation of a project that advances social justice and human rights as appro- SW 655 Cr. 3.0 priate to their concentration area and practice interests. Comparative International and Community Policy Prerequisites: Must be an advanced standing student or and Practice equivalent, and Social Work 627. Designed to broaden student’s exposure to world prob- Course Type(s): none lems and to the existence of alternative solutions to social problems through an economic and social justice approach. The interrelationship between domestic and

A88 Monmouth University Appendix A: Course Descriptions

SW 671 Cr. 3.0 tion of the play therapy theories and techniques. Students Advanced Practice with Children will acquire experience using play therapy theories and Designed for play therapy students, builds upon the foun- techniques which can be used towards the requirements dation course on individual, family and group counseling, for RPT certification. Students will process the clinical with advanced clinical applications for work with children. experience of play with children and adolescents, with a Assessment and intervention skills are used with children review of advanced skills, assessment and treatment and adolescents with special emphasis on expressive planning during individual and group supervision in the therapies, such as art, play, sand tray, and music. Also university seminar through videotape sessions and dis- listed as Educational Leadership 671 and Psychological cussion. The therapeutic relationship is emphasized. Counseling 671. Limited to Play Therapy (C.P.SW.PT) program majors. Course Type(s): none Students cannot enroll in SW/PC 676 at the same time. Also listed as Psychological Counseling 675. SW 672 Cr. 3.0 Prerequisite: Prior permission of the C.P.SW.PT.Program Coordinator. Advanced Theory in Play Therapy Course Type(s): none Provides an in-depth understanding of the history and theories of play therapy. Emphasis is placed on the understanding of the roles of therapists and parents SW 676 Cr. 3.0 through the play process. Diversity and multicultural con- Play Therapy Practicum Seminar II siderations for theoretical perspectives are highlighted. Second of a two course sequence focusing on the appli- Also listed as Educational Leadership 672 and cation of the play therapy theories and techniques. Psychological Counseling 672. Students will acquire experience using play therapy theo- Course Type(s): none ries and techniques which can be used towards the requirements for RPT certification. Students will process SW 673 Cr. 3.0 the clinical experience of play with children and adolescents, with a review of advanced skills, assessment and Advanced Techniques in Play Therapy treatment planning during individual and group supervi- Provides students with the opportunity to develop tech- sion in the university seminar through videotape sessions niques and methods of play therapy. Emphasis is placed and discussion. Legal and ethical issues, on working with children, adolescents, and adults through transference/countertransference, and working with par- individual, group, and family play therapy. Major topics ents/caregivers are emphasized. Limited to Play Therapy include group play therapy, family play therapy, short term (C.P.SW.PT) program majors. Cannot enroll in SW/PC play therapy, and sand tray/sand play therapy. 675 at the same time. Also listed as Psychological Additionally, diversity and multicultural considerations are Counseling 676. highlighted. Also listed as Educational Leadership 673 Prerequisite: Prior permission of the C.P.SW.PT.Program and Psychological Counseling 673. Coordinator. Course Type(s): none Course Type(s): none

SW 674 Cr. 3.0 SW 698 Cr. 3.0 Play Therapy for Children at Risk Special Topics in Social Work Focus is on play therapy with vulnerable and high risk The subject matter varies with the interest of the students children. Emphasis on working with children, adolescents, and the professor teaching the course. The exact nature and adults using play therapy in trauma and crisis situa- of the topic covered in any given semester is indicated in tions are highlighted. Special attention is given to social the student’s transcript. Permission of the program direc- issues that can lead to/or exacerbate trauma or crisis. tor is required. Also listed as Educational Leadership 674 and Prerequisite: Must be an advanced standing student or Psychological Counseling 674. equivalent. Course Type(s): none Course Type(s): none

SW 675 Cr. 3.0 SW 699 Cr. 3.0 Play Therapy Practicum Seminar I Independent Study in Social Work Frist of a two course sequence focusing on the applica- Reading and research leading to significant written work

Monmouth University A89 Appendix A: Course Descriptions

under the direction of a member of the social work faculty. ware engineering, such as sets, relations, infinities, Prior permission of the directing professor and depart- propositional logic, predicate logic, temporal logic, model ment chair is required. checking, formal languages, and graphs. Limited to soft- Prerequisite: Must be an advanced standing student or ware engineering students. equivalent. Course Type(s): none Course Type(s): none SE 565 Cr. 3.0 SOFTWARE ENGINEERING Software System Requirements Students will learn advanced methods in software sys- SE 504 Cr. 3.0 tems requirements. Ideally, these methods should be Principles of Software Engineering applied at the system, enterprise or global levels of soft- Basic introduction to software engineering; justification ware development. Methods in requirements elicitation, that software engineering is an engineering discipline. modeling of enterprises, prioritization and negotiation of The two main components of the software engineering requirements will be emphasized. Methods for including discipline - the software product and software process - COTS into system applications and product families will will be discussed in detail. For design and verification, be introduced. By the end of the course, students will there will be a focus on traditional Structured-Analysis master the standard documentation of system require- methods. Limited to Software Engineering students. ments. Many opportunities for hands-on experience with Course Type(s): none requirements tools will be provided throughout the course. Prerequisites: Computer Science 501B, 503, Software SE 510 Cr. 3.0 Engineering 504 and 510. Course Type(s): none Object-Oriented Analysis and Design Students will learn how to develop the requirements, analysis model, and design for a software application. SE 570 Cr. 3.0 Uses object-oriented methodologies. This is not a pro- Software Systems Design gramming course. Students will learn how to design large software systems Prerequisite: Software Engineering 504. based on current practices. Covers basic system design Course Type(s): none concepts and design patterns, including-agent oriented software architectures, and service- oriented architec- SE 515 Cr. 3.0 tures. The application of these architectures to enterprise and global architectural levels will be covered as well. Disciplined Software Development Prerequisites: Computer Science 501B and Software Introduces the need for an engineering approach to soft- Engineering 510. ware, through a motivational discussion of the so-called Course Type(s): none software crisis and a presentation of software development processes at the various degrees of granularity; this ranges from organizational processes to team and individ- SE 575 Cr. 3.0 ual engineers’ processes. Provides practical experiences Software Verification, Validation and Maintenance with the Personal Software Process. A software process Covers software verification, validation and maintenance. is defined as a set of guidelines, activities, and methods The first half of the course includes inspections of require- that engineers use to develop and maintain software. ments, design and code as well as testing. The second Without a software process, most projects are over budg- half addresses the handling of change requests, software et and behind schedule, since successful efforts cannot evolution, code comprehension and change management. be guaranteed. The success of a project depends greatly It will include hands-on experience with a change man- upon the experience and discipline of the engineers. agement system and an automated testing tool. Limited to Software Engineering students. Prerequisites: Computer Science 501B and Software Prerequisite: Software Engineering 504. Engineering 504. Course Type(s): none Course Type(s): none

SE 561 Cr. 3.0 SE 580 Cr. 3.0 Mathematical Foundations of Software Engineering The Process of Engineering Software Introduces fundamental mathematical concepts of soft- Students will learn how to define, apply and improve a

A90 Monmouth University Appendix A: Course Descriptions

software process. The basic components of a software Prerequisites: Software Engineering 565 and 570. process will be introduced, as well as the most influential Course Type(s): none process models. Students will experiment with both plan- based and agile methods of software development. The SE 605 Cr. 3.0 need for continuous process quality assessment and Software Implementation and Reuse improvement will be described. Models such as CMM, Explores contemporary topics in systematic software ISO9001 will be introduced as reference models for implementation and reuse. Includes the impact of Object- organizations process models. Based and Object-Oriented Design and Programming Prerequisites: Computer Science 503 and Software with Ada83, Ada95, and C++ along with Domain Engineering 504. Engineering on the software development process. Course Type(s): none Concentrates on the practical aspects of applying architecture-centric, domain-specific, library-based reuse SE 588 Cr. 1.0 methodologies integrated with the software development Software Practice and Experience process to create software systems in an efficient, cost- Provides opportunity for Software Engineering graduate effective manner. Illustrates how object-oriented and students to obtain related experience in employment at a domain engineering techniques coupled with domain-spe- local company or institution, with Monmouth University cific libraries can be used to effectively develop significant sponsorship. Available to Software Engineering graduate software systems in a short period of time, frequently students who have completed at least eighteen credit realizing reuse on the order of 70% or more. Libraries of hours of graduate courses (500-level), with a minimum object-based reusable software components will be used GPA of 3.00. Does not satisfy elective requirements. to design and implement solutions to problems. Students may take this course a maximum of two times. Prerequisites: Software Engineering 565 and 570. Course Type(s): none Course Type(s): none

SE 601 Cr. 3.0 SE 610 Cr. 3.0 Outsourcing: Specifications and Strategies Software Systems Security Covers issues associated with out-sourcing software Threats, vulnerabilities, and attacks to network- based development in a fashion that assures delivery of accept- systems, Heuristic procedures for breaking systems. able products. The emphasis is on basic factors that UNIX and Internet case studies. Security modeling tech- determine the effectiveness of outsourcing, strategies for niques including Bell-Lapadula, Biba, and Clark-Wilson. minimizing risk, project tracking, contract-specified break- Composition of nondeducibility and noninterference secu- points, and requirements. rity. Safeguard techniques including cryptographic proto- Prerequisites: Software Engineering 565 and 570. cols, online auditing and intrusion detection, access con- Course Type(s): none trol, Internet firewalls, authentication, security kernel design, and trusted software development. Case studies SE 602 Cr. 3.0 in database security and secure network design. Technology Assessment Prerequisites: Software Engineering 565 and 570. Covers the practicalities of assessing a technology for Course Type(s): none use in delivery of products. It examines how new tools, processes, and training fit into an overall technology SE 611 Cr. 3.0 adoption decision. Secure Web Services Design Prerequisites: Software Engineering 565 and 570. Web applications present a complex set of security issues Course Type(s): none for architects, designers, and developers. The most secure and hack-resilient web applications are those that SE 603 Cr. 3.0 have been built from the ground up with security in mind. MOST Implementation This course focuses on principles of secure web applica- A practical application of MOST concepts by following the tions design. Topics include, threats and counter meas- process of adopting a new technology and putting the ures, security in Web service frameworks, session con- appropriate elements into an organization. Focuses on trol, access control, and data protection. technology assessment, cost, scheduling, training, and Prerequisite: Software Engineering 565. project management. Course Type(s): none

Monmouth University A91 Appendix A: Course Descriptions

SE 615 Cr. 3.0 Physical data Models. Process modeling levels and asso- Usability Engineering/Human-Computer Interaction ciated constructs: Functional decomposition, Context dia- Explores the requirements analysis, design and evaluation grams, Data Flow Diagrams, State transition Diagrams, of the Computer User Interface in the context of Software HIPO charts, Pseudo-code and programming specs. Engineering Processes. Specific methods and design Relationship with Object-based modeling. problems will be illustrated with real-world examples in Prerequisites: Software Engineering 565 and 570. information technology, the internet, communications, Course Type(s): none mobility, multimedia and speech technologies. Prepares students to perform usability tasks directly or to success- SE 626 Cr. 3.0 fully manage and collaborate with usability experts. Information Systems Engineering Prerequisite: Software Engineering 565. Theoretical and practical issues related to the implemen- Course Type(s): none tation of information systems to support medium to large organizations. Databases within the Target Architecture SE 616 Cr. 3.0 and their role in building enterprise-wide information sys- Extensible Markup Language (xml) tems. Logical vs. Physical database design. Transaction Presents XML fundamental concepts, XML as a docu- Processing (TPS) and Decision Support Systems (DSS): ment format, XML as a data format, and special topics in similarities and differences. Knowledge-based systems. using XML. Implementation issues; reliability, integrity, security, per- Prerequisite: Computer Science 501B. formance, scalability and maintainability. Review of exist- Course Type(s): none ing commercial tools and environments for building, using and maintaining Information Systems for the enterprise. SE 620 Cr. 3.0 Prerequisite: Software Engineering 625. Course Type(s): none Networked Software Systems I Network Computing Models, Concepts and Requirement specification; Techniques for Interprocess SE 630 Cr. 3.0 Communication; Message Passing; Remote procedures Real Time Software Analysis and Specification calls; Directory Service; Synchronization; Task Partition Scheduling policies and mechanisms. Classification of and Allocation; Threads; Security and Authentication; Real-Time Systems: hard, soft; uniprocessor, multiproces- Time Management. sor, distributed. Kernels and executives. Real-time pro- Prerequisites: Software Engineering 565 and 570. gramming languages and their tasking systems. Real- Course Type(s): none Time distributed systems; processor and communication scheduling domains, priority inversions and mappings, SE 621 Cr. 3.0 global time synchronization. Real-Time Structured Analysis (TTSA), CASE tools for RTSA, Real-Time Object Networked Software Systems II Oriented Analysis methods. Comparison to RTSA. Distributed File Systems, Replication, Shared Data, trans- Prototyping real-time software systems. Using prototype actions, Distributed Operating Systems, Micro Kernels, tools like CAPS (Computer Aided Prototyping System) to Network Operating Systems, Computing Environments establish and validate system requirements. and Toolkits: ONC, DCE, ISIS, Languages. Prerequisites: Software Engineering 565 and 570. Prerequisite: Software Engineering 620. Course Type(s): none Course Type(s): none SE 631 Cr. 3.0 SE 625 Cr. 3.0 Real-Time Software Design and Implementation Information Systems Architecture Criteria and trade-off for partitioning the functions of a Theoretical and practical issues related to the modeling real-time system among the hardware, firmware, and soft- and design of information systems to support medium to ware. The interfaces of a real-time system to the external large organizations. The Target Architecture and its roles environments such as sensors and actuators. Designing in building enterprise-wide information systems. real-time systems: structured and object-oriented meth- Operational, warehouse, departmental, and individual- ods. Case studies and comparison between the two. level data. Data modeling levels and associated con- Design verification and validation. Implementation of structs: Entity-Relationship Diagrams, Data Item Sets, Real-Time Systems. Development environments and

A92 Monmouth University Appendix A: Course Descriptions

tools: Simulators, Emulators and Debuggers. Testing Authority and delegation. Leadership and leadership par- Real-Time systems. Test coverage and regression testing. adigms. Software Team management: organization, Special approaches for Real-Time software testing. staffing and valuation, organizational alternatives. Engineering and organizational issues in real-time soft- Centralized vs. Decentralized organizations. Managing ware development. Performance testing and its impor- design, development and testing teams. Managing soft- tance in real-time systems. ware support organizations. Strategies for staffing: mini- Prerequisite: Software Engineering 630. mal vs. redundant staffing. Combining generalists and Course Type(s): none specialists to achieve an optimal staff configuration. Staff development and growth. Fostering professional growth SE 637 Cr. 3.0 within the organization. Evaluation strategies and tech- Wireless Communications niques. Compensation and reward issues. An introduction to wireless communication systems and Prerequisite: Software Engineering 504. techniques, mobile radio, wave propagation, modulation Course Type(s): none and coding, networks and systems examples. Prerequisites: Software Engineering 565 and 570. SE 652 Cr. 3.0 Course Type(s): none Software Quality Management Designed to help students develop a broad understanding SE 638 Cr. 3.0 of the requirements and consideration in planning, man- Communications Systems aging, and implementing a software project with special A systems overview of analog and digital communications emphasis on teams, quality, process, and measurement. systems intended for computer science and software This experiential course involves two iterations of a team engineering students. Fundamental limits on the rate of project which help students learn how to apply specific transfer of information due to the effects of bandwidth and software engineering practices and understand their value noise. Impact of transmission media (e.g., wireless, fiber (or lack of value) to specific projects. The main themes optic, cable) on the transmission rate. The use of coding include in-depth coverage of process models, such as to reduce the effects of noise. CMMI and ISO 9000, as well as specific practices such Prerequisites: Software Engineering 565 and 570. as Risk Management, Configuration Management, Team Course Type(s): none Development, Inspections, and practical applications of Measurement. Prerequisites: Software Engineering 565 and 570. SE 650 Cr. 3.0 Course Type(s): none Software Project Management Project management techniques and their application to SE 660 Cr. 3.0 the management of software projects. How to develop a software development plan and its associated tasks, mile- Computer System Architecture stones and deliverables. Software project scheduling and Computer system interconnection structures, central pro- the establishment of relationships among the different cessing unit, control unit, microprogrammed control, tasks. Tasks, dependencies and conflict resolution. memory organization, cache and virtual memory, comput- Resource management and allocation. Software project er arithmetic, RISC processor, introduction to parallel pro- cost estimation. Algorithmic models for estimating costs: cessing, and case studies. the COCOMO model and its derivatives. Risk assessment Prerequisite: Computer Science 503. and its impact in the planning and scheduling of software Course Type(s): none projects. Software project measurement and tracking. Comparative review of software tools for software project SE 691 Cr. 3.0 management. Software configuration management and its Software Engineering Thesis Research importance in the management of large software projects. Independent research in software engineering, spanning Prerequisite: Software Engineering 504. a period of two consecutive semesters in an area not Course Type(s): none substantially covered in a regular course offering, under the supervision of a software engineering faculty member. SE 651 Cr. 3.0 A formal thesis is required. An oral defense of the thesis Software Organization Management before a committee of two faculty members, plus the Management issues regarding the software process. advising professor is required. Depending on the topic, a

Monmouth University A93 Appendix A: Course Descriptions

reviewer from outside the software engineering depart- Comparative review of software tools for software project ment may be asked to serve as a committee member. management. Software configuration management and its Limited to Software Engineering majors. importance in the management of large software projects. Prerequisites: Software Engineering 565, 570, and 580 The students will be asked to serve in team roles, hold and prior permission of the advising professor. oral reviews, and prepare documentation appropriate to Course Type(s): none their project. Students in the class will participate in the reviews of other teams in the class. At the end of the sec- SE 692 Cr. 3.0 ond semester, each team will give a formal presentation Software Engineering Thesis Research on the project. Limited to Software Engineering majors. Independent research in software engineering, spanning Prerequisites: Software Engineering 565, 570,and 580. a period of two consecutive semesters in an area not Course Type(s): none substantially covered in a regular course offering, under the supervision of a software engineering faculty member. SE 695B Cr. 3.0 A formal thesis is required. An oral defense of the thesis Software Engineering Practicum before a committee of two faculty members, plus the A two-semester course sequence with major emphasis on advising professor is required. Depending on the topic, a hands-on, team oriented large software development proj- reviewer from outside the software engineering depart- ects. Students will be asked to form groups of three to ment may be asked to serve as a committee member. five persons, which will work as a software team whose Limited to Software Engineering majors. purpose will be to develop a software product. The partic- Prerequisites: Software Engineering 691 and prior per- ular product will be chosen through negotiation with the mission of the advising professor. instructor. Teams will operate in accordance with a well- Course Type(s): none defined set of policies and procedures (documented in a SE handbook) that governs the entire development SE 695A Cr. 3.0 process. This documented process addresses work prod- Software Engineering Practicum ucts, roles, activities, entry and exit criteria, reviews and A two-semester course sequence with major emphasis on audits, documented procedures, and training. The hands-on, team-oriented large software development proj- practicum will also include the use of a set of approved ects. Students will be asked to form groups of three to tools. Additional software project management topics five persons, which will work as a software team whose such as planning, estimation and tracking will be covered. purpose will be to develop a software product. The partic- Project management techniques and their application to ular product will be chosen through negotiation with the the management of software projects. How to define a instructor. Teams will operate in accordance with a well- software development plan, its associated tasks, mile- defined set of policies and procedures (documented in a stones and deliverables. Software project scheduling and SE Handbook) that governs the entire development the establishment of relationships among the different process. This document process addresses work prod- tasks. Task dependencies and conflict resolution. ucts, roles, activities, entry and exit criteria, reviews and Resources management and allocation. Software project audits, documented procedures, and training. The cost estimation. Algorithmic models for estimating costs: practicum will also include the use of a set of approved the COCOMO model and its derivatives. Risk assessment tools. Additional software project management topics and its impact in the planning and scheduling of software such as planning, estimation and tracking will be covered. projects. Software project measurement and tracking. Project management techniques and their application to Comparative review of software tools for software project the management of software projects. How to define a management. Software configuration management and its software development plan, its associated tasks, mile- importance in the management of a large software proj- stones and deliverables. Software project scheduling and ect. Students will be asked to serve in team roles, hold the establishment of relationships among the different oral reviews, and prepare documentation appropriate to tasks. Task dependencies and conflict resolution. their project. Students will participate in the reviews of Resources management and allocation. Software project other teams in the class. At the end of the second semes- cost estimation. Algorithmic models for estimating costs: ter, each team will give a formal presentation on the proj- the COCOMO model and its derivatives. Risk assessment ect. Limited to Software Engineering majors. and its impact in the planning and scheduling of software Prerequisite: Software Engineering 695A. projects. Software project measurement and tracking. Course Type(s): none

A94 Monmouth University Appendix A: Course Descriptions

SE 698 Cr. 3.0 THEATRE Special Topics in Software Engineering The subject matter varies with the interest of the students TH 526 Cr. 3.0 and of the professor teaching the course. The exact Comedy and Drama in Western Culture nature of the topic covered in any given semester is indi- Explores the development of comic invention in drama in cated in the student’s transcript. relation to social history. Readings in early European Prerequisite: Approval of the department. drama and social history are augmented by representa- Course Type(s): none tions in art of early theaters, performances and comic themes. Videotapes are used to explore the development SE 699 Cr. 3.0 of traditional comic themes in modern theatre. Individual Research Project in Software Course Type(s): none Engineering The development and execution of a significant research TH 598 Cr. 3.0 project designed by the student in consultation with a soft- Special Topics in Theatre ware engineering professor. An experience meant to focus To equip teachers with the ability to use creative dramat- learning on an area of special interest to the student. ics in the classroom. The emphasis is on the participant Prerequisite: Approval of the department. and participation. Dramatic play and play making are inte- Course Type(s): none gral to the class. Techniques will be taught that can be transferred to many other subjects and disciplines. SOCIOLOGY Students should attend comfortably dressed. Course Type(s): LA SO 505 Cr. 3.0 Critical Issues in Crime and Delinquency TH 599 Cr. 3.0 An overview of some of the major problems confronting Independent Study in Theatre criminology and the criminal and juvenile justice systems. Reading and research leading to significant written work Current criminological literature and research will be eval- under the direction of a member of the theatre faculty. uated in terms of its ability to suggest solutions to these Course Type(s): none problems. Course Type(s): none

Monmouth University A95 A96 Monmouth University Appendix B: Graduate Curriculum Charts

Monmouth University’s 2012-2013 official curriculum charts (as of June 2012) appear in this appendix. Degree programs begin on page B4, and certificate programs begin on page B83. Please visit the Registrar’s pages within the Academics section of Monmouth University’s WEBsite (www.monmouth.edu/registrar) or WEBstudent (https://webadvisor.monmouth.edu/datatel/openweb/st/ stmenu.html) for curriculum charts and additional information.

Graduate Programs MS Computer Science—Computer Networks Non-Thesis Track ...... B14 MA Anthropology – Thesis Track...... B4 MS Computer Science—Databases and Intelligent MA Anthropology – Non-Thesis Track...... B5 Information Systems Thesis Track...... B15

MBA...... B6 MS Computer Science—Databases and Intelligent Information Systems Non-Thesis Track ...... B16 MBA—Accounting ...... B7 MS Computer Science—Security of Computer MBA—Finance ...... B8 Systems and Networks Thesis Track ...... B17

MBA—Real Estate ...... B9 MS Computer Science—Security of Computer Systems and Networks Non-Thesis Track .....B18

MBA, Concentration in Healthcare Management...B10 Curriculum Charts MA Corporate and Public Communication ...... B19 MS Computer Science – Thesis Track...... B11 MA Criminal Justice—Thesis ...... B20 MS Computer Science – Non-Thesis Track...... B12 MA Criminal Justice—Non-Thesis...... B21 MS Computer Science—Computer Networks Thesis Track...... B13 MA Criminal Justice – Homeland Security Track ...B22

Monmouth University B1 Appendix B: Curriculum Charts 2012-2013

Master of Education ...... B23 MAT Initial Certification—Secondary Track, Endorsement in English as a Second Language (ESL)...... B43 MS Education—Principal...... B24 MAT Initial Certification—K-12 Track, Spanish or MS Education – Principal/School Administrator.....B25 Chinese, Endorsement in English as a Second Language (ESL)...... B44 MS Education—Reading Specialist ...... B26 MAT Initial Certification – K-12 Track, K-12 Certification MS Education—School Counseling ...... B27 in Health and Physical Education ...... B45

MS Education – Speech – Language Pathology ...B28 MAT Initial Certification – Secondary Track, Endorsement in Teacher of Students with Disabilities ...... B46 MS Education – Student Affairs and College Counseling Track ...... B29 MA English with a Concentration in Creative Writing...... B47 MS Education - Special Education – Autism Track ...... B30 MA English with a Concentration in Literature – Thesis Track...... B48 MS Education – Special Education – Learning Disabilities Teacher-Consultant Track...... B31 MA English with a Concentration in New Jersey Studies ...... B49 MS Education – Special Education – Teaching in Inclusive Settings Track ...... B32 MA English with a Concentration in Rhetoric and Writing...... B50 MS Education – Special Education – Teacher of Students with Disabilities Track ...... B33 MA History ...... B51

MAT Initial Certification—Early Childhood MA History—European Specialization ...... B52 Elementary Track ...... B34 MA History—U.S. Specialization ...... B53 MAT Initial Certification—Elementary Track...... B35 MA History—World Specialization...... B54 MAT Initial Certification – Elementary Track K5 with an Endorsement in English as MS Homeland Security (new for fall, 2013) ...... B55 a Second Language (ESL)...... B36 MS Nursing—Administration ...... B56 MAT Initial Certification—Elementary Track and Middle School Endorsement ...... B37 MS Nursing – Administration (RN to MSN)...... B57

MAT Initial Certification – Elementary Track K5 MS Nursing—Adult and Gerontological with an Endorsement in Teacher of Nurse Practitioner ...... B58 Students with Disabilities ...... B38 MS Nursing – Adult and Gerontological MAT Initial Certification – Elementary Track K5 Nurse Practitioner (RN to MSN) ...... B59 with Supplemental Instruction in Reading and Mathematics...... B39 MS Nursing—Family Nurse Practitioner ...... B60

MAT Initial Certification – Secondary Track ...... B40 MS Nursing – Family Nurse Practitioner (RN to MSN) ...... B61 MAT Initial Certification – Secondary Track, Art or Music...... B41 MS Nursing—Family Psychiatric and Mental Health Nurse Practitioner ...... B62 MAT Initial Certification—Secondary Track, Spanish or Chinese...... B42 MS Nursing—Family Psychiatric and Mental Health Nurse Practitioner (RN to MSN) ...... B63

B2 Monmouth University Appendix B: Curriculum Charts 2012-2013

MS Nursing—Forensic Nursing...... B64 Certificate: Criminal Justice Administration ...... B85

MS Nursing – Forensic Nursing (RN to MSN) ...... B65 Certificate: Forensic Nursing...... B86

MS Nursing—Nursing Education ...... B66 Certificate: Homeland Security...... B87

MS Nursing—Nursing Education – (RN to MSN) ....B67 Certificate: Human Resources Management and Communication ...... B88 MS Nursing—School Nursing for Certified School Nurses...... B68 Certificate: Strategic Public Relations and New Media ...... B89 MS Nursing—School Nursing for Certified School Nurses – (RN to MSN)...... B69 Certificate: Public Service Communication Specialist...... B90 MS Nursing – School Nursing – Non-Certified School Nurses...... B70 Certificate: School Nursing...... B91

MS Nursing – School Nursing – Non-Certified Certificate: School Nursing—Non-Instructional...... B92 School Nurses (RN to MSN)...... B71 Certificate: Software Development...... B93 MS Mental Health Counseling...... B72 Certificate: Software Engineering...... B94 MA Psychological Counseling ...... B73 Certificate: Teaching English to Speakers of MA Psychological Counseling – Addiction Other Languages ...... B95 Studies Track ...... B74

MA Public Policy – Thesis Track ...... B75 Post-Master’s Certificates

MA Public Policy – Non-Thesis Track ...... B76 Post-Master’s Certificate: Accounting ...... B96 MSW—Clinical Practice with Families and Post-Master’s Certificate: Adult and Gerontological Children...... B77 Nurse Practitioner ...... B97 MSW—International and Community Post-Master’s Certificate: Family Development ...... B78 Nurse Practitioner ...... B98 MS Software Engineering ...... B79 Post-Master’s Certificate: Curriculum Studies...... B99 MS Software Engineering—Advanced Track...... B80 Post Master’s Certificate: Education ...... B100 MS Software Engineering—Non-Thesis Track...... B81 Post-Master’s Certificate: Family Psychiatric and Mental Health Nurse Practitioner...... B101

Doctorate Programs Post-Master’s Certificate: Healthcare Management ...... B102 DNP – Doctor of Nursing Practice ...... B82 Post-Master’s Certificate: Nursing Administration ...... B103 Graduate Certificates Post-Master’s Certificate: Nursing Education ...... B104 Certificate: Autism ...... B83 Post-Master’s Certificate: Play Therapy...... B105 Certificate: Computer Science Software Design & Development ...... B84

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Monmouth University B105 B106 Monmouth University Appendix C: Index

A Adult and Gerontological Nurse Biology Courses...... A5 Practitioner...... 93, B58-B59 Business Law Courses ...... A9-A10 Academic Amnesty...... 44 Alternative Loans ...... 34 Academic Calendars ...... 129 Americans with Disabilities Act ...... 4 Academic Definitions...... 43 C Anthropology Courses ...... A2 Academic Dismissal ...... 45 Calendar (Academic) ...... 129 Anthropology, MA...... 53, B4-B5 Academic Honesty ...... 11, 45 Campus Facilities...... 8 Appeals Process ...... 35 Academic Procedures ...... 49 Campus Map...... 132 Applicants with Disabilities...... 22 Academic Progress ...... 34 Career Services ...... 39 Application Deadlines...... 13 Academic Regulations ...... 44 Center for Student Success ...... 39 Application for Graduation ...... 49 Academic Standing ...... 45 Change of Grade Requests ...... 43 Application Process ...... 13, 31 Index Academic Support Services...... 39 Changing Majors ...... 49 Art Courses ...... A4-A5 Academic Support Services for Chemistry Courses ...... A13 Assistantships ...... 5, 34 Students with Disabilities...... 40 Chinese Subject Endorsement ...... 85 Attendance ...... 46 Accounting Courses ...... A6-A7 Communication Courses...... A13-A17 Auditor...... 25, 44 Accreditation ...... 9 Communication, MA in Corporate and Add/Drop ...... 50 Public Communication ...... 56, B19 Administration, University...... 107 B Computer Science Courses ...... A17-A22 Admission, Requirements and Bilingual/Bicultural Certification Computer Science, MS Program ...... 73 Procedures ...... 13 Endorsement ...... 85 Course Changes ...... 50 Adult Applicants...... 22 Biographical Data...... 4, 47 Course Descriptions ...... Appendix A Course Withdrawals ...... 46

Monmouth University C1 Appendix C: Index

Criminal Justice Administration E-mail ...... 51 Grading System ...... 42 Certificate ...... 58, B85 Emergency Closing ...... 51 Graduate Admission Requirements Criminal Justice Courses ...... A22-A26 and Procedures ...... 13 Employment ...... 34 Criminal Justice Homeland Security Graduate Assistantships ...... 5, 34 Certificate ...... 58, B87 English Courses ...... A47-A50 Graduate Courses for Criminal Justice, MA Program...... 57 English, MA Program ...... 59 Undergraduates ...... 47 Cultural Activities...... 104 English as a Second Language (ESL) Graduate School ...... 37 Endorsement ...... 85 Curriculum Charts...... Appendix B Graduate Scholarships Equal Opportunity Policy...... 4 and Grants...... 32 Degree Programs...... B4-B82 Explanation of Tuition, Fees, Graduation ...... 47 Certificate Programs ...... B83-B105 and Expenses...... 27-28 Graduation, Application for...... 49 Curriculum of Record ...... 44 F H D Faculty ...... 9-10, 118-128 Health Center ...... 103 Degree Programs...... 37-39 Family Educational Rights and Privacy Act...... 4 Healthcare Management Directions ...... 131 MBA Program...... 80, B10 Family Nurse Practitioner .....93, B60-B61 Directory...... 107 Healthcare Management Courses...... A9 Family Psychiatric and Mental Health Directory in Brief ...... 5 Nurse Practitioner...... 93, B62-B63 Healthcare Management Post-Master’s Certificate ...... 80, B102 Disabilities Services ...... 40 Federal Direct Parent for Dismissal, Academic ...... 45 Graduate Students...... 34 History Courses...... A53-A58 Doctor of Nursing Practice Federal Direct Unsubsidized History, MA Program ...... 61, B51-B54 Stafford Loan ...... 33 (DNP) ...... 94, B82 History of the University ...... 8 Fees ...... 26-27 Drop/Add ...... 50 Homeland Security Courses...... A58-A60 Final Examinations...... 46 Housing Contract Refund Schedule....30 Finance Courses ...... A8-A9 E Humanities and Social Sciences, Wayne Financial Aid...... 31 D. McMurray School of...... 53 Early Childhood Certification Endorsement ...... 85 Five Year Plans (graduate courses Human Relations Philosophy for undergraduates) ...... 47 and Policy ...... 4 Economics Courses...... A7 Foreign Language Courses...... A50-51 Human Resources Management and Education Courses...... A26-A32 Communication Certificate...... 57, B88 Former Students Applying for Education, Certificate and Readmission ...... 21 Endorsement Programs...... 84 Forensic Nursing Certificate ...... 93, B86 I Education, MAT Programs ...... 83 Full-Time Student...... 43 Education, MEd Program...... 82 Independent Study...... 47 Funding Sources ...... 32 Education, MSEd Programs...... 84 Information Technology Courses ...... A60-A61 Educational Counseling Courses ...... A32-A35 G Instructional Technology Support...... 41 International Applicants...... 22 Education, School of ...... 81 Geographic Information Educational Leadership Systems Courses...... A51-A53 International Transfer Applicants...... 23 Courses ...... A35-A43 Grade Point Averages...... 42 International Student and Faculty Services ...... 103 Educational Opportunity Fund Grade Reports...... 43 (EOF) Grant...... 33 Information Technology Courses ...... A55 Grades, Complaints about ...... 43

C2 Monmouth University Appendix C: Index

J Master of Business Administration (MBA) N in Healthcare Management .....80, B10 Joint Degree Program Nondisclosure ...... 24 Master of Science in Computer Social Work/Public Policy .....65, 98-99 Science (MS) ...... 73, B11-B18 Nonmatriculated Student...... 43 Master of Science in Nursing Courses ...... A62-A75 Education (MEd) ...... 82, B23 L Nursing, MSN Program...... 91, B56-B71 Master of Science in Education Learning Disabilities Teacher-Consultant Principal...... 82, B24 Nursing Administration Certification Endorsement ...... 86 Certificate ...... 94, B103 Master of Science in Education (MSEd), Leave of Absence ...... 50 Principal/School Administrator...84, B25 Nursing Education Certificate ....94, B103 Leon Hess Business School ...... 77 Master of Science in Education (MSEd), Nursing and Health Studies, Marjorie K. Unterberg School of...... 89 Library, Monmouth University...... 40 Reading Specialist ...... 84, B26 Loans ...... 33 Master of Science in Education (MSEd) School Counseling ...... 84, B27 P Master of Science in Education (MSEd) M School Counseling – Student Affairs Parking Areas (see map) ...... 132 College Counseling Track ...... 84, B29 Participation in Commencement ...... 49 MAC ...... 8 Master of Science in Education (MSEd), Part-Time Student ...... 43 Management Courses ...... A10-A11 Special Education – Teacher of Students with Disabilities Track ...... 84, B33 Philosophy Courses...... A75 Map, Campus...... 132 Master of Science in Education (MSEd), Political Science Courses ...... A75-A78 Marine Science Courses ...... A61 Special Education – Teaching in Inclusive Settings Track ...... 84, B32 Post-Master’s Certificate Marketing Courses ...... A11-A12 in Accounting...... 80, B96 Master of Science in Education (MSEd), Master of Arts in Corporate and Public Special Education – Learning Disabilities Post-Master’s Certificate in Adult Communication (MA) ...... 56, B19 Teacher-Consultant Track...... 84, B31 and Gerontological Nurse Practitioner ...... 94, B97 Master of Arts in Criminal Master of Science in Education (MSEd), Justice (MA)...... 57, B20-B22 Special Education – Post-Master’s Certificate in Family Master of Arts Autism Track ...... 84, B30 Psychiatric and Mental Health Practitioner ...... 94, B101 in English (MA) ...... 59, B47-B50 Master of Science Master of Arts in Nursing (MSN)...... 91, B56-B71 Post-Master’s Certificate in Family Nurse Practitioner ...... 94, B98 in History (MA)...... 61, B51-B54 Master of Science in Mental Health Master of Arts in Psychological Counseling (MS) ...... 67, B72 Post-Master’s Certificate in Healthcare Management ...... 80, B100 Counseling (MA) ...... 67, B73 Master of Science in Software Master of Arts in Psychological Counseling Engineering (MS)...... 74, B79-B81 Post-Master’s Certificate in Nursing Administration...... 93, B102 –Addiction Studies Track...... 67, B74 Master of Social Work Master of Arts in (MSW)...... 97, B77-B78 Post-Master’s Certificate in Nursing Education ...... 94, B103 Public Policy (MA) ...... 65, B75-B76 Mathematics Courses ...... A61-A62 Post-Master’s Certificate Master of Arts Matriculated Student ...... 43 in Teaching (MAT)...... 82, B34-B46 in Play Therapy ...... 97, B105 Maximum Course Load...... 44 Master of Business Practitioner, Nursing...... 93 Administration (MBA) ...... 80, B6 Military Applicants ...... 24 Previous Course Work ...... 48 Master of Business Administration (MBA) Mission Statement...... 2 Probation Criteria ...... 45 with Track in Accounting ...... 80, B7 Multipurpose Activity Center ...... 8 Psychological Counseling Master of Business Administration (MBA) Courses ...... A78-A83 with Track in Finance ...... 80, B7 Psychological Counseling, Master of Business Administration (MBA) MA Program ...... 67, B73 with Track in Real Estate ...... 80, B9

Monmouth University C3 Appendix C: Index

Psychological Counseling Addiction Software Development Telephone Directory Studies Track ...... 67, B74 Certificate ...... 75, B93 (see Directory in Brief)...... 5 Public Service Communication Specialist Software Systems Design and Terms of Payment...... 28 Certificate ...... 57, B90 Development Certificate...... 74, B84 Theatre Courses ...... A95 Software Engineering Certificate ...... 75, B94 Theatre, Lauren K. Woods...... 8, 104 R Software Engineering Time Limitation...... 48 Readmission to the University ...... 21 Courses ...... A90-A95 Transcript Requests ...... 50 Recreation...... 104 Software Engineering, MS Program .....74 Transfer Applicants...... 21 Real Estate Courses...... A12 Special Education Courses...... A43-A47 Transfer Credit (see Previous Course Work) ...... 48 Repeating a Course ...... 43 Statement of Non-Discrimination ...... 4 Trustees ...... 107-108 Refund Policy for Complete Strategic Public Relations and Withdrawals ...... 29 New Media Certificate...... 57, B89 Tuition and Fees, Explanation of .....27-28 Refund Policy for Partial Student Assistance Coordinator Tuition Payment Plan ...... 28 Withdrawals ...... 29-30 Endorsement ...... 86 Refunding of Tuition and Fees...... 29 Student (Biographical) Data...... 47 U Registration ...... 50 Student Center, Rebecca Stafford...... 8, 104 Rehabilitation Act of 1973 ...... 4 Use of Other Coursework Toward a Student Code of Conduct...... 105 Certificate...... 48 Responsibility of the University ...... 4 Student Complaints About Grades...... 43 Use of Other Coursework Toward a RN to MSN Program ...... 92 Degree Program ...... 49 Students with Disabilities ...... 40 University Description ...... 1, 7-11 Student Services ...... 101 S Student Technology Assistant Program Satisfactory Academic Progress ...... 34 (STAP) ...... 41 V Scholarships and Grants ...... 32-33 Submission of the Same Paper or Computer Veterans and War Orphans, Program for Two Courses ...... 48 Admission of ...... 24 School Business Administrator Endorsement ...... 86 Student Assistance Coordinator...... 85 Visiting Students ...... 22 School Nursing Certificate ...... 93, B91 Substitution of Requirements...... 48 School Nursing Non-Instructional Supervisor Certification W Certificate ...... 93, B92 Endorsement ...... 86 Warning/Probation/ Science, School of ...... 69 Dismissal Criteria...... 45 Social Work Courses...... A83-A90 T WEBstudent ...... 52 Social Work Program (MSW)...... 97 Taking Courses at Withdraw from University ...... 52 Another Institution...... 47 Sociology Courses...... A95 Withdrawal from Courses...... 46 Teacher of Student with Disabilities Certification Endorsement ...... 86

C4 Monmouth University